Guided discovery and self learning strategies biology intervention lessons in a Ghanaian Senior High School

Abstract

This study used guided discovery and self learning strategies as intervention to improve academic performance of students in biology at Wenchi Senior High School in the Brong Ahafo Region of Ghana. The study investigated whether the guided discovery and self learning approaches can provide opportunity to inculcate science process skills and to identify which science process skills are inculcated during science lessons.The study employed case study design using action research approach. A Form 2 class made up of 48 females and 2 male students were used for the study. The data of study was collected using learning packages and observational checklists. The observational checklist was used to take inventory of science process skills that were exhibited by the students during the lessons. Data collected from the study was analysed both quantitatively and qualitatively. The findings of the study showed that the academic performance of the students improved after being exposed to guided discovery and self learning strategies. This study also revealed that using the approaches in the teaching and learning science has additional advantage of providing opportunities for the inculcation of science process skills. The implications for teaching and learning are that guided discovery and self learning strategies make science classroom more realistic as students are actively involved. Students learn to be responsible for their own learning.