Date of Publication :15th April 2024

Abstract: This study explored the impact of the Guided Discovery Learning Approach on Grade 7 students’ mathematics performance. Sixty-four students were divided into two groups: one using this approach and the other receiving traditional instruction. Pretest results showed low performance in both groups, with no significant difference. Post-test outcomes indicated improvements in both groups, with the experimental group achieving significantly more significant gains. The results suggest that the experimental group effectively promotes active learning, critical thinking, collaboration, and real-world application. The present approach enhances engagement and understanding by connecting content to students’ backgrounds and encouraging guided exploration. The study recommends integrating it into the mathematics curriculum, especially for students needing additional support. Systematic use of this approach may lead to better learning outcomes and foster a more inclusive educational environment. Continued research is needed to evaluate its long-term impact and adaptability across various learning contexts.

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