EFFECT OF SCAFFOLDING INSTRUCTURAL STRATEGY ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL BIOLOGY

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EFFECT OF SCAFFOLDING INSTRUCTURAL STRATEGY ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL BIOLOGY STUDENT ON TARABA STATE

ABSTRACT

The study investigated the Effect Of Two Instructional Scaffolding Strategy On Secondary School Achievement And Interest In Biology. Two research questions and three hypotheses were tested at 0.05 level of significance. The study adopted quasi-experimental pretest, posttest, nonequivalent, experimental and control group. The target population of the study consisted of 18,460 SSII students’ senior secondary schools in Gombe state. The sample comprised of 122 students in intact classes randomly assigned for two experimental groups and one control group. An instrument used for data collection was an Achievement Test tagged Biology Achievement Test (BAT) adapted from WAEC past questions from 2014 – 2017. The instrument was face and content validated by three experts and the reliability coefficient of 0.88 was obtained using Test retest method to determine the reliability of BAT. Data were analyzed using descriptive statistics for the research questions and Analysis of Covariance (ANCOVA) to test the three null hypotheses. The findings of the study revealed that scaffolding strategy enhanced students’ achievement in biology. There was a significant difference in the academic achievement of the male and female students’ in biology, The result also revealed that there was a statistically significant interaction effect of gender and treatment on students’ academic achievement. It is recommended that Ministries of Education in conjunction with education Institutions in Nigeria should organize seminars and workshops to keep biology teachers abreast of the application of scaffolding instruction strategy for teaching and learning that could enhance students’ academic performance

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