Education

Education

COMPARATIVE EFFECTS OF EXPLICIT AND SCAFFOLDING INSTRUCTIONAL STRATEGIES ON BASIC SCIENCE AND TECHNOLOGY PUPILS’ ATTITUDE AND ACHIEVEMENT IN SOUTHERN SENATORIAL DISTRICT, KADUNA STATE, NIGERIA

Pages: 15  ,  Volume: 47  ,  Issue: 1 , February   2020
Received: 04 Mar 2020  ,  Published: 15 March 2020
Views: 58  ,  Download: 22

Authors

# Author Name
1 Agu, Peter Ashlame
2 Samuel, Iwanger Ruth

Abstract

This study compared the Comparative Effects of Explicit and Scaffolding Instructional Strategies on Basic Science and Technology Pupils’ Attitude and Achievement in Southern Senatorial District, Kaduna State, Nigeria. Two research questions and two null hypotheses guided the study. Quasi-experimental, non-equivalent pretest, post-test, post-post-test control group design was employed for the study. The population of the study comprised 8,796 Mid basic III Pupils in public coeducational schools in Kaduna South Senatorial District, Kaduna State, Nigeria. The sample of the study comprised 85 Mid basic III pupils from two intact classes randomly selected from public coeducational schools in Kaduna South Senatorial District, Kaduna State, Nigeria. Basic Science and Technology Achievement Test (BASTAT) and Basic Science and Technology Attitude Questionnaire (BASTAQ) were used as instruments for data collection. The reliability of BASTAQ was determined using Cronbach Alpha and the coefficient obtained was 0.79 while that of BASTAT was determined using Kuder-Richardson formula 20 (KR20) and this yielded a reliability coefficient of 0.80. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the research hypotheses at 0.05 alpha level of significance. Findings of this revealed significant difference between the attitude and achievement of BST pupils exposed to explicit and scaffolding instructional strategies in favour of the explicit group. These results therefore show that explicit and scaffolding instructional strategies are workable teaching strategies for Basic Science and Technology. Based on the findings of this study, it was recommended that; Explicit and scaffolding instructional strategies should be used by teachers of BST in Basic schools to teach the subject.

Keywords

References

Adamu, J. (2017). Effects of analogy and scaffolding instructional strategies on senior

secondary school physics students’ academic achievement in Adamawa State, Nigeria. Unpublished M. Tech research thesis. Modibbo Adama University of Technology Yola, Adamawa State.

 

Agu, P. A. & Samuel, R. I (2018). Effect of reversed jigsaw, tai cooperative and guided discovery learning strategies on basic science and technology students’ interest and achievement. International Journal of Innovative Education Research, 6(2), 19-26.

Ajila, P. K. (2003). Comparative effects of explicit and enhanced-explicit teaching on learning outcomes in primary school science in Ikere-Ekiti Local Government Area, Ekiti State, Nigeria. Ph.D thesis, Department of Teacher Education, Faculty of Education, University of Ibadan.

Akani, O. (2015). Impact of instructional scaffolding on students’ achievement in Chemistry

in Secondary School in Ebonyi State, Nigeria. International Journal of Education, Learning and Development, 3(7), 74-83.

 

Alabi, O.A. (2014). Effect of activity based teaching strategy on students’ achievement on secondary school students in Chemistry. Journal of Education and Policy review; 6(2), 119-128.

Amoo, S. A. (2013). Gender, cultural issues and achievement in secondary school mathematics:

Implication for female Education. In A. O. U. Onuka (Ed), Learning (156-165). Ibadan: SPARE.

Atsumbe, B., Owodunni, S., Raymond, E., & Uduafemhe, M. (2018). Students’ achievement in basic

electronics: Effects of scaffolding and collaborative instructional approaches. EURASIA Journal of Mathematics, Science and Technology Education, 14(8), 2-17

 

Bissonnette, S., Richard, M., Gauthier, C. & Bouchard, C. (2010). Quelles sont les

stratégies d’enseignement efficaces favorisant les apprentissages fondamentaux auprès des élèves en difficulté de niveau élémentaire? Résultats d’une méga-analyse. Revue de recherche appliquée sur l’apprentissage, 3 (1), 1-35. Accessed from: http://www.ccl-cca.ca/pdfs/JARL/Jarl-Vol3Article1.pdf

 

Bukunola, B.A.J. & Idowu, O.D. (2012). Effectiveness of cooperative learning strategies on Nigerian junior secondary students’ academic achievement in Basic Science. British Journal of Education, Society and Behavioural Science, 2(3), 307-325.

 

Casem, R. Q. (2013). Scaffolding Instructional Strategy in teaching Mathematics: Its

effects on students’ performance and altitude. Comprehensive Journal of Education Research, 1(1), 9-19

 

Eriba, J. O. & Samuel, R. I. (2018). Effect of stad and jigsaw iv cooperative learning strategies on students’ interest and achievement in basic science. Case Study International Journal, 7(4), 6-14.

Eriba, J. O. (2013). Effectiveness of the persuasive communication model in changing students’ attitude towards science enrolment in secondary schools in Benue state, Nigeria. Case Studies Journal, 1, 15-27.

Federal Republic of Nigeria, (2014). National policy on education. Lagos. NERDC Press.

Gambari, I.A. & Yusuf, O.M. (2017). Relative effectiveness of computer-supported Jigsaw II, STAD and TAI cooperative learning strategies on performance, attitude and retention of secondary school students in Physics. Journal of Peer Learning 10:76-94.

 

Gauthier, C., Bissonnette,S. & Richard, M (2013). Enseignement explicite et la réussite des élèves. La gestion des apprentissages. Québec, Canada : Éditions du Renouveau Pédagogique Inc. (ÉRPI).

 

Gauthier, C., Mellouki, M., Simard, D., Bissonnette, S. et Richard, M. (2004). Interventions

pédagogiques efficaces et réussite scolaire des élèves provenant de milieux défavorisés. Une revue de littérature. Rapport de recherche préparé pour le Fonds québécois de la recherche sur la société et la culture. Québec, Québec: Université Laval.

 

Ibritam, K. S; Udofia, N. & Onweh, V. Z. (2015). Assessing the potency of scaffolding

and Demonstration instructional methods on student’s achievement in Technical Colleges in Akwa Ibom State. Advances in Research, 3(1), 92- 101.

Joda, F. M. (2019), Effects of Instructional Scaffolding Strategy on Senior Secondary Biology

Students’ Academic Achievement and Retention in Taraba State, Nigeria. In: Education Quarterly Reviews, Vol.2, No.2, 269-275.

Kabutu, F.R., Oloyede, O.I. & Bandele, M.F. (2015). An investigation into the achievement of junior secondary school students taught integrate science using the cooperative learning strategy in Nigeria. European Journal of Physics and Chemistry, 7(2), 63-73.

Kola, A. J., & Taiwo, A. K. (2013). Analysis of gender performance in physics in Colleges of

 Education, Nigeria. Journal of Education and Practices, 4(6), 1-5.

 

Nwadinigwe, I. P., & Azuka-Obieke, U. (2012). The impact of emotional intelligence on

academic achievement of senior secondary school students in Lagos, Nigeria. Journal of Emerging Trends in Educational Research and Policies Studies (JETERAPS), 3(4), 395-401.

 

Olagunju, A. M., & Babayemi, J. O. (2014). Effects of enhanced teaching (explicit teaching + peer-tutoring) strategy and gender on students’ attitude to basic science. Journal of Education and Leadership Development, 6(2), 150-165.

 

Olatubosun, E. O. (2015). Effects of scaffolding strategy on learners’ academic

achievement in integrated science at the Junior Secondary School level. European Scientific Journal, 9(19), 149-155.

Oni, J.O. (2014). Teacher method of teaching and student academic achievement in Basic Science and Technology in junior secondary schools in South-West, Nigeria. Journal of Education and Social Research, 4(3), 397-402.

Osokoya, M.M. (2013). Teaching methodology in basic science and technology classes in South-West Nigeria. Asian Journal of Education, 1(4), 206-214.

Samuel, I.R. (2017). Assessment of basic science teachers’ pedagogical practice and students’ achievement in Keffi Educational Zone, Nasarawa State, Nigeria. An Unpublished Masters Dissertation, Nasarawa State University, Keffi.

Uduafemhe, M.E. (2015). Comparative effects of scaffolding and collaborative

instructional approaches on secondary school students’ psychomotor achievement in Basic Electronics in North-central Nigeria. International Organization of Scientific Research. 5(6), 23-31.