The study examined the effects of modelling and guided-discovery on secondary school students’ performance in mathematics in Ekiti State. This study adopted a quasi – experimental pre-test and post-test three group design (two experimental groups and one control group). The population of the study comprised all 21,199 S.S.S. 2 students in all the public secondary schools in Ekiti State, Nigeria. The sample consisted of 169 S.S.S. 2 students (intact class size) drawn from 6 public secondary schools in Ekiti State, Nigeria. The sample was selected using multistage sampling technique. Performance Test in Mathematics (PTM) was used to measure performance of students in Mathematics. The face and content validity of the instruments were ensured by experts of Tests and Measurement and two Mathematics teachers. The reliability of the instrument was determined by finding the internal consistency of the instrument which yielded reliability co-efficient value of 0.91. The data collected through the instruments were analyzed using inferential statistics and all hypotheses were tested at 0.05 level of significance. The result revealed that the use of modelling, guided-discovery and conventional strategies enhanced performance of students in Mathematics, with guided-discovery strategy being the most effective strategy. The result also revealed that modelling and guided-discovery strategies are not gender biased. Based on the findings, it was recommended among others that the use of modelling and guided-discovery strategies should be encouraged so as to enhance better academic performance of students in Mathematics.

Keywords: Modelling, Guided-discovery, Performance, Mathematics,

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