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Abstract

The purpose of this study was to compare the effectiveness of two instructional modes, discovery and expository, for teaching science knowledge, both application and recall, and science attitude to fifth-grade male and female Egyptian students. The population used for this study consisted of 276 fifth-grade students in two Egyptian schools. Twelve 45-min science classes meeting over a 21-day period made up the treatment period, with each of the two teachers instructing six of the 12 class periods for all eight subgroups of students. The results warrant the following conclusions: Fifth-grade Egyptian students taught by the discovery method scored higher in science achievement, both recall and application, than students taught by the expository method. Students taught by the discovery method scored higher in science attitude than students taught by the expository method. Female Egyptian students scored in science achievement and science attitude similar to males.