This study answered the following questions: (1) What are the scores of students in pre-test and post-test; (2) What are the mean scores of the students in scaffolding activities and scaffolding seatwork; (3) Is there a significant difference between the pre-test and post-test mean scores; and (4) What is the level of effectiveness of scaffolding teaching approach in terms of scaffolding activities and scaffolding seatwork? The study was conducted to prove that there is a significant difference in the pre-test and post-test among the respondents. The respondents of the study were composed of three (3) sections at Sampaguita Village National High School to test the effectiveness of using Scaffolding Teaching Approach in chemistry. In this study, purposive sampling method was used in choosing the respondents. Based on the presentation and analysis of data, the following findings were obtained: (1) During the pre-test stage, the lowest score from group A was 2 and the highest score was 16 with the mean value of 9.70 and standard deviation of 3.333 with an analysis of Fair. For group B, the lowest score was 4 and the highest score was 21 with the mean value of 10.34 and standard deviation of 3.625 with an analysis of Fair. For group C, the lowest score was 3 and the highest score was 20 with the mean value of 12.16 and standard deviation of 3.962 with an analysis of Satisfactory; (2) During the post-test stage, the lowest score from group A was 16 and the highest score was 28 with the mean value of 21.54 and standard deviation of 3.048 as Very Satisfactory. For group B, the lowest score was 20 and the highest score was 28 with the mean value of 22.38 and standard deviation of 2.308 with an analysis of Very Satisfactory. Group C on the other hand, got the lowest score of 15 and the highest score of 29 with the mean of 23.13 and standard deviation of 3.927 described as Very Satisfactory. The following are conclusions derived from the data and results of the study have been presented, analyzed and interpreted: (1) The Performance Level in Pre- test of group A, B and C was considered poor before applying scaffolding teaching approach; (2) The Level of Performance Level in Post-test of group A, B, and C was described as Very Satisfactory. This means that scaffolding teaching technique helps the respondents in understanding the lessons in chemistry; (3) there was a significant difference in the pre-test and post-test results using scaffolding. After using the scaffolding teaching approach, group A, B, and C gained a greater mean score in the post-test than in the result of the pre-test. Over all the result of the effectiveness of scaffolding teaching approach is significant in the study; and (4) During the application of Scaffolding Teaching Approach, series of activities are given to the respondents and the results shows that there is an improvement when it comes to the learning outcomes of the respondents. Hence, the Scaffolding Teaching Approach is effective.

PRE-TEST

POSTTEST

PHASES OF SCAFFOLDING

STUDENT'S PRACTICE

STUDENT'S MASTERY