Received: 04 Mar 2020 , Published: 15 March 2020
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|1||Agu, Peter Ashlame|
|2||Samuel, Iwanger Ruth|
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.
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