EFFECT OF GUIDED DISCOVERY METHOD OF TEACHING AND LEARNING PHYSICS IN SENIOR SECONDARY SCHOOLS IN NIGERIA (A CASE STUDY OF KEFFI L.G.A OF NASARAWA STATE)
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
An effective educational system has been variously defined around certain intoned parameters such parameters according to Mogbo (2015). Include;
A system that is able to bring about desired students behaviors, abilities, habit and characteristics. A system where the teacher is imbued with the personal qualities or characteristics of communication skills, rapport with colleagues, responsiveness of
parents, good education and innovativeness.
A system that is able to bring about sound adjustment of the child in the society to which he/she belongs. A system in which the teacher has good teaching experience, knowledge of the subject matter, favorable attitude towards teaching and adequate
knowledge of teaching methodology. A system that is able to relate learning activities to the development process of the learners and to their current and immediate interest and needs. To achieve effective science education in our country, we need to change the science and technology curricula, and emphasis has to shin from content to
processes of science (Omiko, 2016). This would also lead to changes in instructional techniques. Otobo (2012) observed that the need for curriculum changes
in education in recent years has led to consequent shin
of emphasis from content to processes of science; from the traditional chalk and talk (lecture) method to modern methods of teaching science such as activity oriented method of instruction, laboratory method, concept-mapping, enquirer method, guided discovery method of instruction among others.
