ABSTRACT
This study find out the effect of guided discovery method in teaching students with low or high mathematics aversion. The study examined the academic performance of high and low averted students in mathematics and the relationship between guided discovery and expository. Chapter one focuses on the background of the study, it also examine the research problem, research objective, research hypotheses, the significant of the study and the scope/delimitation of the study. Chapter two dealt with the review of related literature by renowned scholars on problems militating against the effective teaching of mathematics and how to tackle such problems like aversion to achieve more functional teaching and learning of mathematics, which was reviewed under the following headings: Theoretical Framework,Conceptual Framework, Concept of Aversion in Mathematics Teaching, Sources of Mathematics Aversion in Secondary Schools, Effects of Aversion on Learning Mathematics in Secondary School, Methods of Teaching Mathematics in Senior Secondary Schools, Mathematics Aversion, Instructional Methods, Achievement and Implication of Literature Reviewed for the Study. Chapter three described and discussed the research design, population, sample and sampling techniques, instrumentation, data collection, data analysis and also the pilot study. Chapter four focused on the result and analysis of data collected for the study. It also gives general description of the data, hypothesis-by-hypothesis testing, analysis and interpretation of findings. Statistical techniques, such as the means score, standard deviations and the t-test were used. All hypotheses were tested at 0.05 level of significance. Chapter five reviewed the summary of the procedure and findings of the study. Recommendations are made on how to carry out further studies on the effect of guided discovery methods on mathematics achievement of low and high averted students in senior secondary schools. The data for the study was collected by administering two forms of test (MAT & MARS) to 207 students selected from Government senior secondary school kwali, Government senior secondary school Yangoji, Government Girls Senior Secondary school Dutse Sagwari and Government Day Senior Secondary School Bwari all from Bwari and Kwali area councils respectively in Federal Capital Territory. First, a modified fennana-sherma mathematics aversion rating scale was used to identify students with high and low mathematics aversion levels. Then students within each level of mathematics aversion were randomly assigned to treatments of guided discovery and expository methods. Four groups, with each group forming a cell. The students were taught for eight (8) weeks at the end of it, mathematics achievement test (MAT) was administered. The results of the tests form the main data for the study. The statistics mean, standard deviation and t-test were used in analyzing the data and testing of the hypotheses. The findings shows that:- Students with low mathematics aversion performed better when taught by the guided discovery method, while Expository method has upper hand under high mathematics version. In order to make the students perform at their best, mathematics teachers and -