Impact of Discovery Teaching Approach on Pupils Engagement, Critical Thinking and Achievement in Basic Science Among Primary School Pupils in Katsina Metropolis

Abstract

This study investigated the impact of the Discovery Teaching Approach on pupils’ engagement, critical thinking, and academic achievement in Basic Science among primary school pupils in Katsina Metropolis, Nigeria. The study was guided by four objectives and corresponding hypotheses, which examined the effects of the instructional approach on engagement, critical thinking, achievement, and gender differences. A quasi-experimental pretest–posttest control group design was adopted. The population comprised all Primary Five pupils in public primary schools within Katsina Metropolis, from which a sample of 120 pupils was selected using purposive and simple random sampling techniques. The sample was divided into an experimental group taught using the Discovery Teaching Approach and a control group taught using the conventional lecture method. Data were collected using three validated instruments: Basic Science Achievement Test (BSAT), Pupils’ Engagement Rating Scale (PERS), and Critical Thinking Skills Assessment Checklist (CTSAC). The instruments yielded reliability coefficients of 0.70 and above. Data were analyzed using mean and standard deviation to answer research objectives, while independent samples t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that the Discovery Teaching Approach significantly improved pupils’ engagement, critical thinking, and academic achievement compared to the conventional method. Specifically, pupils in the experimental group demonstrated higher levels of participation, better reasoning and problem-solving abilities, and superior academic performance. The study also found no significant gender difference in pupils’ engagement, critical thinking, and achievement, indicating that the approach is equally effective for both male and female pupils. The study concludes that the Discovery Teaching Approach enhances learning outcomes by promoting active engagement and critical thinking, which in turn lead to improved academic achievement. It is therefore recommended that teachers adopt discovery-based instructional strategies in Basic Science classrooms, and that educational stakeholders support the integration of learner-centered approaches into the curriculum.