Effects Of Guided Discovery Learning On Senior Secondary Students' Achievement In Summarisation Skills In Katsina State, Nigeria

This study examined the effects of Guided Discovery Learning (GDL) on senior secondary students' achievement in summary writing skills specifically suggestion of passage titles, identification of main ideas and identification of supporting details in Katsina State, Nigeria. The study had three objectives, three research questions and three null hypotheses. Quasi-experimental pre-test–post-test non-equivalent control-group design was adopted. The population of the study comprised 11704 Senior Secondary II students in Katsina local government area, out of which 162 students were selected using random sampling technique. The English Summary Writing Achievement Test (ESWAT) was used for data collection. The instrument was validated by three experts. ACronbach's alpha coefficient of 0.83 was obtained. The data for the study was collected and analysed using both descriptive and inferential statistics. Descriptive statistics such as mean and standard deviation were employed to answer the research questions. For the inferential analysis, Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Results indicated that students taught using GDL achieved higher post-test mean scores than those taught using the lecture method. Based on the findings, it can be concluded that Guided Discovery Learning is more effective than the lecture method for developing identification of passage titles, identification of main ideas and identification of supporting details among senior secondary school students. The study therefore recommended that English Language teachers incorporate guided discovery activities into the teaching of summary writing skills.