The relative effectiveness of the guided discovery and expository methods of teaching on mathematics achievement at three taxonomic levels

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This study investigated the relative effects of the guided discovery and expository teaching methods on the performance of students at the recall, algorithmic thinking, and problem-solving taxonomic levels. The sample consisted of 68 students in Forms 4A and 4B of a secondary school who were randomly assigned to two groups, with efforts made to ensure that both groups contained high- and low-ability students. Both groups were exposed to the two different treatments presented on worksheets, and their performance measured by a post-test after all lessons were taught. The results of the data analysis indicated that: 1) the high-ability students performed significantly better than low-ability students; 2) there were no significant differences between methods on overall performance, or at any of the three taxonomic levels; and 3) there was no significant interaction between ability level and teaching method on overall performance at the three taxonomic levels

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