Effect of Guided-Discovery Approach on Students Academic Achievement in Mathematics in Senior Secondary School in Ushongo Local Government Area, Benue State

This research investigated the effect of guided discovery approach on Students’ Academic Achievement in Mathematics in Senior Secondary Schools in Ushongo Local Government Area, Benue state, Nigeria, with a view to establishing whether or not guided-discovery teaching approach would have effect on students‟ achievement in Mathematics. The study raised two specific objectives, two research questions and two related null hypotheses. 120 students were randomly selected for the study as the sample. The instrument for the study was mathematics achievement test. Research questions were answered using mean and standard deviation while analysis of covariance (ANCOVA) was employed in testing null hypotheses at 0.05 level of significance. The findings revealed no significant difference in mean achievement scores of students taught mathematics using Guided-discovery teaching method and those taught with lecture method. The findings also revealed no significant difference in mean achievement scores of male and female students taught Mathematics using Guided discovery approach.