ABSTRACT
The present study was designed to compare the effects of the
Direct Method and the Discovery Method on students’ main idea
comprehension ability. The specific objectives were to determine
whether students taught using the Direct Method of finding main
ideas would perform better than those who were taught using the
Discovery Method. For the purpose of data collection, a sample of
one hundred and twenty SS2 students, randomly selected from two
Senior Secondary Schools in Langtang North Local Government
Area of Plateau State, participated in the study. Using the Solomon–
Four-Group Experimental Design, the sample was randomly divided
into two major Experimental Groups, A and B, with sixty students in
each Group. Each major Group was further randomly divided into four
sub-groups, with fifteen students in each group. Group A was taught
using the Direct Method, while Group B was taught using the
Discovery Method. The data were analysed using the t-test statistic
and the analysis of variance (ANOVA). The Post-test Mean Scores of
Group A were computed and compared with the Post-test Mean
Scores of Group B. To determine which method was more effective, a
post hoc test was carried out to compare the mean scores of the four
groups. The results indicated that though both methods were found
to be effective in teaching the students the skills of finding the main
ideas of text materials, students in Group A who were taught using
the Direct Method performed significantly better than those in Group
B who were taught using the Discovery Method. It was also found
that students taught using the Direct Method performed better than
those who were not exposed to any method of finding main ideas.
Similarly, the group taught using the Discovery Method also did better
than those who were not taught any method of finding main ideas. In
other words, the four experimental groups performed better than their
counterparts in the control groups. The results also revealed that
generally secondary school students had difficulty in locating main
ideas in both narrative and expository texts, but they found expository
texts more difficult. The findings of this study were interpreted in
terms of the need for direct and deliberate instruction in text structure
and main idea identification.
BALE, W (2021). Effects of Direct And Discovery on Main Idea Comprehension of Selected Senior Secondary Schools Student in Plateau State, Nigeria. Afribary. Retrieved from https://afribary.com/works/effects-of-direct-and-discovery-on-main-idea-comprehension-of-selected-senior-secondary-schools-student-in-plateau-state-nigeria
BALE, WILFRED "Effects of Direct And Discovery on Main Idea Comprehension of Selected Senior Secondary Schools Student in Plateau State, Nigeria" Afribary. Afribary, 08 Apr. 2021, https://afribary.com/works/effects-of-direct-and-discovery-on-main-idea-comprehension-of-selected-senior-secondary-schools-student-in-plateau-state-nigeria. Accessed 10 Aug. 2022.
BALE, WILFRED . "Effects of Direct And Discovery on Main Idea Comprehension of Selected Senior Secondary Schools Student in Plateau State, Nigeria". Afribary, Afribary, 08 Apr. 2021. Web. 10 Aug. 2022. < https://afribary.com/works/effects-of-direct-and-discovery-on-main-idea-comprehension-of-selected-senior-secondary-schools-student-in-plateau-state-nigeria >.
BALE, WILFRED . "Effects of Direct And Discovery on Main Idea Comprehension of Selected Senior Secondary Schools Student in Plateau State, Nigeria" Afribary (2021). Accessed August 10, 2022. https://afribary.com/works/effects-of-direct-and-discovery-on-main-idea-comprehension-of-selected-senior-secondary-schools-student-in-plateau-state-nigeria