This study examined the effect of Guided-Discovery (GD) technique on Colleges of Education Social Studies students’ learning outcome in Nigeria. The study involved 2x2x2 randomized research design. A total of 100 students participated in the study: GD (50) and Lecture Technique (50). Three hypotheses formulated were tested at 0.05 level of significance. Social Studies Performance Tests (SSPT) was used to collect data. It was designed using National Commission for Colleges of Education curriculum and validated by four Social Studies experts. The reliability value of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and t-test were used for data analyses. The findings of the study revealed that GD technique of teaching Social Studies was next in producing higher significant effect in students’ learning outcome than LT. Gender has no significant interactive effect on students’ learning outcome in Social Studies. The mode of entry has no significant interactive effect in the learning outcome of Colleges of Education Social Studies Students. The study concluded that GD was found to be more effective in enhancing Social Studies Students’ learning outcome in Colleges of Education. It was therefore, recommended that GD technique should be used in teaching Social Studies in Colleges of Education.


Guided-Discovery technique; Colleges of Education; Social Studies students; Gender; Mode of entry


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DOI: https://doi.org/10.11591/edulearn.v15i3.20300


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