Effect of Scaffolding Teaching Strategy on Students’ Academic Achievement in Science Education in Kogi

Abstract

This study was designed to investigate the effect of Scaffolding teaching strategy on students’ academic achievement in science education in Kogi State. Two research questions and two null hypotheses guided the study. The study adopted quasi-experimental design of pre-test, post–test non randomized control group. The sample consisted of 149 (SS)II science and technology education students selected through multi-stage sampling technique. The instrument used for data collection was Science Education Achievement Test (SEAT) validated by Three experts. The reliability coefficient obtained was 0.86 using Kudder Rechardson20 (KR-20) formula. Data collected were analyzed using mean and standard deviation for research questions and analysis of covariance (ANCOVA) at 0.05 level of significance for the hypotheses. The results revealed that students taught science education with  Scaffolding Teaching Strategy (STS) achieved significantly higher than those taught with Traditional Lecture Teaching Method (TLTM).Gender and achievement level do not significantly influence the mean achievement score of students taught Science  Education using  STS. The study recommended among others that curriculum planners should integrate   STS in the teaching and learning of Science Education in secondary schools.