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

No Thumbnail Available
Date
1980
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
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
Description


Table of Contents
Keywords
Citation