Abstract
This work examines the effect of Guided discovery teaching method on agricultural science students??(TM) performance in senior secondary schools of Adamawa state, Nigeria. The study adopts the quasi-experimental research. a pre-test and post-test equated groups; quasiexperimental groups was subjected to treatment using guided discovery method of teaching comprising 60 male and 40 female agricultural science students of SS II. Pretest was used to assess the initial difference in the two experimental groups and post-test was given to both groups immediately after the treatment to ascertain their academic performance. The instrument used for this study is Agricultural Science Performance Test (ASAT). ASAT consists of 40 multiplechoice objective questions that were developed. 20 Multiple choice objective questions were derived from: Pasture and forage crops and the other 20 Multiplechoice objective questions was derived from: Plant nutrients and Nutrient cycles. The 40 multiple choice questions items was developed from WAEC and NECO agricultural past question papers from 2014-2018. The data obtained were analyzed using Mean, Standard deviation, to answer the research questions and the ANCOVA was used to test the hypotheses. The results indicated that Guided discovery teaching method had significant effect on students??(TM) academic performance. The finding of the study further revealed that there is significant interaction effect of Guided discovery method and gender on students??(TM) academic performance.