Research Article

Guided Discovery and Students’ Attitudes toward Mathematics: Evidence from a Quasi-Experimental Study in Nigerian Secondary Schools

Istifanus Ayuba1, Danladi Biong’ahu2, Kazaik Benjamin Danlami3*
1 Department of Science Education, Kaduna State University, Kaduna State, Nigeria
2 Department of General Studies, Samaru-Kataf Campus, Nuhu Bamali Polytechnic, Zaria
3 Department of Science Education, University of Maiduguri, Borno State, Nigeria
* Corresponding author: bkazaik@gmail.com
Published: Aug, 2026
DOI: 10.67203/jossme.2026.nzalj84c
Pages: 28–39
Views: 45
Downloads: 7

Abstract

Students’ attitudes toward mathematics remain a persistent concern in mathematics education, particularly in contexts where teacher-centred instructional practices dominate. This study examined the effect of Guided Discovery Strategy (GDS) on students’ attitudes toward mathematics in Nigerian secondary schools. A nonrandomized control group pretest–posttest quasi-experimental design was employed. The population comprised Senior Secondary II students in public schools in Kaduna State, from which a sample of 142 students was selected using a multi-stage sampling technique and assigned to experimental (n = 72) and control (n = 70) groups. Data were collected using an adapted 19-item Mathematics Attitude Questionnaire (MAQ) whose psychometric structure was examined through confirmatory factor analysis, which demonstrated acceptable internal consistency (coefficient omega = .787). Data were analysed using Analysis of Covariance (ANCOVA) at the 0.05 level of significance. Results showed that students exposed to GDS had higher mean attitude scores (M = 67.61, SD = 7.99) than those taught using conventional lecture method (M = 60.80, SD = 7.64). However, the difference was not statistically significant, F(1, 139) = 3.813, p = .053, partial η² = .027. The findings indicate that short-term implementation of GDS may not significantly influence students’ attitudes, suggesting the need for sustained and context-sensitive instructional approaches in mathematics education.

Keywords

guided discovery strategy students’ attitudes mathematics education secondary school students instructional methods

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How to Cite

Ayuba, I., Biong’ahu, D., & Danlami, K. B. (2026). Guided Discovery and Students’ Attitudes toward Mathematics: Evidence from a Quasi-Experimental Study in Nigerian Secondary Schools. Journal of Studies in Science and Mathematics Education, 6(1), 28–39. https://doi.org/10.67203/jossme.2026.nzalj84c

I. Ayuba, D. Biong’ahu, and K. B. Danlami, "Guided Discovery and Students’ Attitudes toward Mathematics: Evidence from a Quasi-Experimental Study in Nigerian Secondary Schools," Journal of Studies in Science and Mathematics Education, vol. 6, no. 1, pp. 28–39, August 2026. doi: 10.67203/jossme.2026.nzalj84c

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