Effects of Instructional Scaffolding Strategy on Senior Secondary Biology Students’ Academic Achievement and Retention in Taraba State, Nigeria
Journal Title: Education Quarterly Reviews - Year 2019, Vol 2, Issue 2
Abstract
The study determined the effect of instructional scaffolding strategy on senior secondary school Biology Students' academic achievement and retention of concepts. Two research questions and two hypotheses were formulated for the study. Quasi-experimental research design involving pre-test, the post-test control group was employed. The population of the study was all the senior secondary two (SSII) students in Jalingo education zone. Random sampling technique was used to select four intact classes with 240 students as the samples size for the study. A 50 item Biology scaffolding Achievement Test (BSAT) was the instrument used for data collection, and the same instrument tagged Biology scaffolding Retention Test (BSRT) but arranged differently in numbering and response option. Kuder Richardson's formula 20 (KR-20) was used in estimating the reliabilities for the BSAT and BSRT, and the reliability of 0.87 and 0.85 for BSAT and BSRT respectively were obtained. The experimental group was taught Genetics and Evolution through instructional scaffolding strategy while the control group was taught the same topics through lecture method. The treatment lasted for four weeks. The retention test was administered two weeks after the administration of the post-test. The mean and standard deviation was used to answer the research questions, and analysis of covariance (ANCOVA) was used to test the two hypotheses. The findings show that the students taught with instructional scaffolding strategy have a significantly higher academic achievement than those taught with lecture method. Equally, those taught through instructional scaffolding retained Biology concept more than those taught through lecture method. It was recommended that the teaching of Biology should be scaffolded for better understanding. Curriculum planners should adopt instructional scaffolding as an adequate teaching strategy for the teaching Biology.
Authors and Affiliations
Fatima Mohammed Joda
Keywords
Related Articles
- EP ID EP600768
- DOI 10.31014/aior.1993.02.02.59
- Views 84
- Downloads 0
Media Ecology: The Coincidence of Events and Comparison of Information
The paper explores the factors that influence and contribute toward the cyclic mode of information. It looks at how information undergoes mutations over time and space and how these mutations play an important role in ma...
The Flipped Classroom
The knowledge society requires greater connectivity between individuals and communities. Becoming indispensable for the development of all human activities, the new information and communication technologies are increasi...
Educational Equality among Social Classes: A Prerequisite for Social Reconstruction in Nigeria Multi-Ethnic Society
Education is and will continue to be a major determinant of social mobility in Nigeria with a deep attachment to paper qualifications. It determines social class and breaks barriers of all kind of divides in the society....
Silence in the Islands; An Exploratory Study of Employee Silence in the Maldives
Organizational silence is interpreted as a collective phenomenon that acts as a barrier to the development of the pluralistic organization. Communication and the flow of information between employees and different depart...
The Effect of The use of Gadget on Psychosocial, Socio- Emotional, Self-Reliance, Responsibility, and Students Learning Results in Elementary School
This study aims to determine the impact of using gadgets on psychosocial, socio-emotional development, self-reliance, responsibility, and student learning outcomes. The focus of this study is elementary school students i...