Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder

Christian Kwame Kpotosu; Nicholas Kofi Cudjoe; Henry Lovejoy Nii Armah

doi:doi:10.11648/j.edu.20241305.19

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Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder

Christian Kwame Kpotosu^*

, Nicholas Kofi Cudjoe, Henry Lovejoy Nii Armah

Published in Education Journal (Volume 13, Issue 5)

Received: 27 September 2024 Accepted: 15 October 2024 Published: 31 October 2024

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Abstract

The objective of this study was to evaluate the effects of implementing the Guided Discovery approach on students’ ability to determine the Surface Area of a Cylinder. The research study employed an explanatory-sequential mixed-methods design to instruct a sample of 80 students from a school situated in the Cape Coast Metropolis. The participants were put into an experimental group with no control group. Data was collected using Mathematics Achievement Test MAT and interviews through focus group discussions. The quantitative data was subjected to analysis using two software programs: the Statistical Package for Service Solutions (SPSS version 26.0) and Microsoft Excel 2019 and the qualitative data was analysed thematically. The data was subjected to analysis using descriptive statistics, specifically frequency counts and percentages, as well as inferential statistics, specifically t-tests. The findings indicate a statistically significant difference in the academic achievement of students who were instructed in the concept of the Surface Area of a Cylinder using the Guided Discovery approach. Furthermore, there was no statistically significant difference observed in the post-test scores between male and female students after their exposure to the Guided Discovery method for teaching the Surface Area of a Cylinder. It was also found that students demonstrated positive experiences (clarity, interest, and lesson presentation) when learning with the Guided Discovery. Hence, it is suggested that mathematics educators should utilise the Guided Discovery approach to instruct students on mathematical concepts, to stimulate students' engagement and enthusiasm towards the subject matter.

Published in	Education Journal (Volume 13, Issue 5)
DOI	10.11648/j.edu.20241305.19
Page(s)	318-328
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Cylinder, Experiences, Guided Discovery, Mensuration, Surface Area of a Cylinder, University of Cape Coast

References

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[3]	National Mathematical Centre (2009). Mathematics improvement programme. Retrieved from https://nmc.edu.ng/
[4]	West African Examination Council (2019). 2018 Chief Examiner’s Report for Mathematics. Accra: Ghana.
[5]	Ensor, P., Dunne, T., Galant, J., Gumedze, F., Jaffer, S., Reeves, C., & Tawodzera, G. (2002). Textbooks, teaching and learning in primary mathematics classrooms. African Journal of Research in Mathematics, Science and Technology Education, 6(1), 21-35. https://doi.org/10.1080/10288457.2002.10740537
[6]	Ezejitu, P. (2009). Effect of cooperative learning on the achievement of secondary school students in Biology. (Unpublished B. Sc. Ed thesis, Abakaliki, Department of Science Education, Ebonyi State University).
[7]	Otobo, K. (2012). Effect of Guided Discovery method of instruction on the achievement of junior secondary school students in computer studies, Abakaliki. (Unpublished B. Sc. Ed degree thesis. Department of Science, Ebonyi State University).
[8]	Gallenstein, N. (2005). Engaging young children in science and mathematics. Journal of Elementary Science Education, 17(2), 27-41. https://doi.org/10.1007/bf03174679
[9]	Ali, A. C. (2004). Relational concept of mensuration in teacher training colleges in Ghana. Unpublished Long essay
[10]	Chikamai, K. (1998). Gender differences, a factor in Computer Science achievement in Secondary Schools in Nigeria. The Academic Forum, 1, 157-160.
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[13]	Obed, O. O., & Deebom, T. M. (2019). Effect of guided discovery teaching technique on students’ academic achievement in machine shop practice in Rivers State Universities. International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 2, 100-109.
[14]	Odogwu, H. N. (2002). Female students’ perception and attitude to mathematics: A bane to their SMT education. ABACUS. The Journal of the Mathematics Association of Nigeria, 27(1), 19-29.
[15]	Armstrong, J. M. A. (1990). Why females do not like mathematics: The effect of parental expectations. Journal of Research in Mathematics Education, 12(6), 3-14.
[16]	Clark, V. L. P. (2019). Meaningful integration within mixed methods studies: Identifying why, what, when, and how. Contemporary Educational Psychology, 57, 106-111.
[17]	Cambell, D. T. & Stanley, J. C. (2007). Experimental and quasi-experimental designs for research. Chicago: Rand McNally.
[18]	Polkinghorne, D. E. (1989). Phenomenological research methods. In R. S. Valle & S. Hailing (Eds.), Existential-phenomenological perspectives in psychology (pp. 41-60). New York: Plenum.
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APA Style

Kpotosu, C. K., Cudjoe, N. K., Armah, H. L. N. (2024). Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder. Education Journal, 13(5), 318-328. https://doi.org/10.11648/j.edu.20241305.19

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ACS Style

Kpotosu, C. K.; Cudjoe, N. K.; Armah, H. L. N. Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder. Educ. J. 2024, 13(5), 318-328. doi: 10.11648/j.edu.20241305.19

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AMA Style

Kpotosu CK, Cudjoe NK, Armah HLN. Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder. Educ J. 2024;13(5):318-328. doi: 10.11648/j.edu.20241305.19

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@article{10.11648/j.edu.20241305.19,
  author = {Christian Kwame Kpotosu and Nicholas Kofi Cudjoe and Henry Lovejoy Nii Armah},
  title = {Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder
},
  journal = {Education Journal},
  volume = {13},
  number = {5},
  pages = {318-328},
  doi = {10.11648/j.edu.20241305.19},
  url = {https://doi.org/10.11648/j.edu.20241305.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241305.19},
  abstract = {The objective of this study was to evaluate the effects of implementing the Guided Discovery approach on students’ ability to determine the Surface Area of a Cylinder. The research study employed an explanatory-sequential mixed-methods design to instruct a sample of 80 students from a school situated in the Cape Coast Metropolis. The participants were put into an experimental group with no control group. Data was collected using Mathematics Achievement Test MAT and interviews through focus group discussions. The quantitative data was subjected to analysis using two software programs: the Statistical Package for Service Solutions (SPSS version 26.0) and Microsoft Excel 2019 and the qualitative data was analysed thematically. The data was subjected to analysis using descriptive statistics, specifically frequency counts and percentages, as well as inferential statistics, specifically t-tests. The findings indicate a statistically significant difference in the academic achievement of students who were instructed in the concept of the Surface Area of a Cylinder using the Guided Discovery approach. Furthermore, there was no statistically significant difference observed in the post-test scores between male and female students after their exposure to the Guided Discovery method for teaching the Surface Area of a Cylinder. It was also found that students demonstrated positive experiences (clarity, interest, and lesson presentation) when learning with the Guided Discovery. Hence, it is suggested that mathematics educators should utilise the Guided Discovery approach to instruct students on mathematical concepts, to stimulate students' engagement and enthusiasm towards the subject matter.
},
 year = {2024}
}

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TY  - JOUR
T1  - Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder

AU  - Christian Kwame Kpotosu
AU  - Nicholas Kofi Cudjoe
AU  - Henry Lovejoy Nii Armah
Y1  - 2024/10/31
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241305.19
DO  - 10.11648/j.edu.20241305.19
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
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EP  - 328
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241305.19
AB  - The objective of this study was to evaluate the effects of implementing the Guided Discovery approach on students’ ability to determine the Surface Area of a Cylinder. The research study employed an explanatory-sequential mixed-methods design to instruct a sample of 80 students from a school situated in the Cape Coast Metropolis. The participants were put into an experimental group with no control group. Data was collected using Mathematics Achievement Test MAT and interviews through focus group discussions. The quantitative data was subjected to analysis using two software programs: the Statistical Package for Service Solutions (SPSS version 26.0) and Microsoft Excel 2019 and the qualitative data was analysed thematically. The data was subjected to analysis using descriptive statistics, specifically frequency counts and percentages, as well as inferential statistics, specifically t-tests. The findings indicate a statistically significant difference in the academic achievement of students who were instructed in the concept of the Surface Area of a Cylinder using the Guided Discovery approach. Furthermore, there was no statistically significant difference observed in the post-test scores between male and female students after their exposure to the Guided Discovery method for teaching the Surface Area of a Cylinder. It was also found that students demonstrated positive experiences (clarity, interest, and lesson presentation) when learning with the Guided Discovery. Hence, it is suggested that mathematics educators should utilise the Guided Discovery approach to instruct students on mathematical concepts, to stimulate students' engagement and enthusiasm towards the subject matter.

VL  - 13
IS  - 5
ER  -

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Author Information

Christian Kwame Kpotosu

Department of Mathematics and ICT Education, University of Cape Coast, Cape Coast, Ghana

Contact Email

http://orcid.org/0000-0002-0754-5981
Nicholas Kofi Cudjoe

Department of Mathematics and ICT Education, University of Cape Coast, Cape Coast, Ghana

Contact Email
Henry Lovejoy Nii Armah

Department of Mathematics and ICT Education, University of Cape Coast, Cape Coast, Ghana

Contact Email

http://orcid.org/0009-0006-0759-2821

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APA Style

Kpotosu, C. K., Cudjoe, N. K., Armah, H. L. N. (2024). Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder. Education Journal, 13(5), 318-328. https://doi.org/10.11648/j.edu.20241305.19

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ACS Style

Kpotosu, C. K.; Cudjoe, N. K.; Armah, H. L. N. Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder. Educ. J. 2024, 13(5), 318-328. doi: 10.11648/j.edu.20241305.19

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AMA Style

Kpotosu CK, Cudjoe NK, Armah HLN. Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder. Educ J. 2024;13(5):318-328. doi: 10.11648/j.edu.20241305.19

Copy | Download

@article{10.11648/j.edu.20241305.19,
  author = {Christian Kwame Kpotosu and Nicholas Kofi Cudjoe and Henry Lovejoy Nii Armah},
  title = {Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder
},
  journal = {Education Journal},
  volume = {13},
  number = {5},
  pages = {318-328},
  doi = {10.11648/j.edu.20241305.19},
  url = {https://doi.org/10.11648/j.edu.20241305.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241305.19},
  abstract = {The objective of this study was to evaluate the effects of implementing the Guided Discovery approach on students’ ability to determine the Surface Area of a Cylinder. The research study employed an explanatory-sequential mixed-methods design to instruct a sample of 80 students from a school situated in the Cape Coast Metropolis. The participants were put into an experimental group with no control group. Data was collected using Mathematics Achievement Test MAT and interviews through focus group discussions. The quantitative data was subjected to analysis using two software programs: the Statistical Package for Service Solutions (SPSS version 26.0) and Microsoft Excel 2019 and the qualitative data was analysed thematically. The data was subjected to analysis using descriptive statistics, specifically frequency counts and percentages, as well as inferential statistics, specifically t-tests. The findings indicate a statistically significant difference in the academic achievement of students who were instructed in the concept of the Surface Area of a Cylinder using the Guided Discovery approach. Furthermore, there was no statistically significant difference observed in the post-test scores between male and female students after their exposure to the Guided Discovery method for teaching the Surface Area of a Cylinder. It was also found that students demonstrated positive experiences (clarity, interest, and lesson presentation) when learning with the Guided Discovery. Hence, it is suggested that mathematics educators should utilise the Guided Discovery approach to instruct students on mathematical concepts, to stimulate students' engagement and enthusiasm towards the subject matter.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Exploring Effective Strategies: Guided Discovery in Teaching Surface Area of a Cylinder

AU  - Christian Kwame Kpotosu
AU  - Nicholas Kofi Cudjoe
AU  - Henry Lovejoy Nii Armah
Y1  - 2024/10/31
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241305.19
DO  - 10.11648/j.edu.20241305.19
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 318
EP  - 328
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241305.19
AB  - The objective of this study was to evaluate the effects of implementing the Guided Discovery approach on students’ ability to determine the Surface Area of a Cylinder. The research study employed an explanatory-sequential mixed-methods design to instruct a sample of 80 students from a school situated in the Cape Coast Metropolis. The participants were put into an experimental group with no control group. Data was collected using Mathematics Achievement Test MAT and interviews through focus group discussions. The quantitative data was subjected to analysis using two software programs: the Statistical Package for Service Solutions (SPSS version 26.0) and Microsoft Excel 2019 and the qualitative data was analysed thematically. The data was subjected to analysis using descriptive statistics, specifically frequency counts and percentages, as well as inferential statistics, specifically t-tests. The findings indicate a statistically significant difference in the academic achievement of students who were instructed in the concept of the Surface Area of a Cylinder using the Guided Discovery approach. Furthermore, there was no statistically significant difference observed in the post-test scores between male and female students after their exposure to the Guided Discovery method for teaching the Surface Area of a Cylinder. It was also found that students demonstrated positive experiences (clarity, interest, and lesson presentation) when learning with the Guided Discovery. Hence, it is suggested that mathematics educators should utilise the Guided Discovery approach to instruct students on mathematical concepts, to stimulate students' engagement and enthusiasm towards the subject matter.

VL  - 13
IS  - 5
ER  -

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