EFFECTS OF DIALOGIC AND GUIDED DISCOVERY INSTRUCTIONAL TECHNIQUES ON STUDENTS’ ACHIEVEMENT, INTEREST AND RETENTION IN MARKETING IN SENIOR SECONDARY SCHOOLS IN DELTA STATE
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Abstract
This study investigated the effects of dialogic and guided discovery instructional techniques on students’ achievement, interest and retention in marketing in senior secondary schools in Delta State. Specifically, Warehousing, Structure and market union for the sale of goods and Roles of facilitators were the Marketing components examined. Nine research questions and nine null hypotheses were formulated to guide the study. The study was carried out using quasi-experimental research design. The population for this study comprised all the 9,194 SS11 students of the 145 public co-educational secondary schools offering marketing in Delta State. Purposive and random sampling techniques were used to select six out of the 145 public senior secondary schools with a total of 307 SS II students offering marketing, which were used for the study. Through balloting, West-end Mixed Secondary School and Zappa Mixed Secondary School were allotted to dialogic technique; Abraka Grammar School and Urhoka Grammar School were allotted to guided discovery technique while Obiaruku Grammar School and Afor Secondary School were allotted to lecture method. The data for the study were cololected using two sets of instruments which are: Marketing Achievement Test (MAT) and Marketing Interest Inventory (MII). The two sets of the instruments were subjected to both face and content validation by five experts. The reliability of the Marketing Achievement Test (MAT) was achieved using Kuder Richardson 21 (KR-21) which yielded a co-efficient of 0.74 while the reliability of the Marketing Interest Inventory (MII) was achieved using Cronbach Alpha reliability technique which yielded a coefficient of 0.82. The data collected were analysed using mean and standard deviation for answering the research questions while the hypotheses formulated for the study were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results of the study showed that dialogic and guided discovery instructional techniques significantly increased students’ academic achievement, interest and retention of learning in Marketing (warehousing, structure and market union and roles of facilitators) in secondary schools in Delta State. Based on the findings of this study, the study recommended among others, that: secondary school teachers of Marketing should be provided with in-service training for teaching skill update in the use of modern and student-centred instructional techniques such as dialogic and guided discovery instruction and that instructional materials to facilitate quality teaching and learning with the modern teaching techniques should be provided by the government and school administrators.
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