dc.contributor.author | Oyor, Stephen O | |
dc.date.accessioned | 2013-05-30T15:36:40Z | |
dc.date.available | 2013-05-30T15:36:40Z | |
dc.date.issued | 1978 | |
dc.identifier.citation | M.Education | en |
dc.identifier.uri | http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/27938 | |
dc.description.abstract | The idea of Learning by Discovery or Discovery
method of teaching is largely attributed to the work
of Piaget and his associates on how children learn.
The proponents of this method claim that when a
child learns by discovery he understands what he learns
and so is better able to remember and transfer; he
learns a strategy for discovering new principles; and
he develops an interest in what he learns (Kersh 1965)
These claims were disputed by the critics on the grounds
that there is little research evidence in support
of the claims; both expository and guided discovery
are effective provided the learning task is related
in a non-arbitrary and substantive fashion to the
learner's existing cognitive structure (Ausubel 1964).
After a review of research studies on Learning by
Discovery, Gagne' and Brown (1961) concluded "Provided
the concepts are learned it should not matter which
method is used; the results should be the same"
The present study aimed at examining the relative
effectiveness of Guided discovery and Expository approaches
as me~ured by achievement on overall posttest,
overall retention test and on each of the cognitive
levels - knowledge, computation, comprehension, and
Application... The sample consisted of five mixed
primary schools with double streams in standard five drawn randomly from mixed primary schools in
Maseno Division of Kisumu District. Each treatment
was randomly assigned to a class in each school.
One regular teacher taught the two classes. | en |
dc.description.sponsorship | University of Nairobi | en |
dc.language.iso | en | en |
dc.title | Guided discovery and expository: a study of the relative effectiveness of the two approaches in the teaching of number patterns, measurement and symmetry in standard five | en |
dc.type | Thesis | en |
local.publisher | Facult of Education, University of Nairobi | en |