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

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dc.InstitutionThe University of the West Indies, Mona
dc.contributor.authorRadcliffe, Clement A.
dc.contributor.editor
dc.coverage.spatial
dc.date.accessioned2022-01-18T18:04:28Z
dc.date.available2022-01-18T18:04:28Z
dc.date.issued1980
dc.description
dc.description.abstractThis 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
dc.description.sponsorship
dc.description.sponsorship
dc.extentv, 181 p
dc.identifier.other863
dc.identifier.urihttps://hdl.handle.net/2139/52963
dc.publisher
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.source
dc.source.uriMain Library, UWISA - UWI Theses Collection
dc.subject.otherAcademic achievement
dc.titleThe relative effectiveness of the guided discovery and expository methods of teaching on mathematics achievement at three taxonomic levels
dc.typeM.Ed.

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