Effects of scaffolding teaching strategy on students’academic performance in secondary school physics inekiti state for creativity and economic development
Keywords:
scaffolding, teaching strategy, scaffolding teaching strategy, academic performanceAbstract
The study investigated the effects of scaffolding teaching strategy on students’academic performancein Senior Secondary SchoolPhysicsin Ekiti State, Nigeriafor creativity and Economic Development. The research design adopted in the study was Pretest-Posttest Quasi-experimental. The sample for the study was 120 Senior Secondary One (SSI)Physics students, selected through the multistage sampling technique from a total population of 5,723 SS I students offering Physics in all the 184 public Senior Secondary Schools in Ekiti State.The instrument used to collect relevant data from the subjects wastagged:Physics AchievementTest(PAT)and the treatment package used for the study was tagged: Scaffolding Instructional Package (SIP). The reliability of the instrument was determined through the split-half method with the reliability coefficient of 0.83.Threenull hypotheses were tested at 0.05 level of significance. The data collected were analysed usingt-test and Analysis of Covariance (ANCOVA) statistical analysis. The results of the analyses showed that there was significant difference in the academic performance of students in Physics in the experimental and control groups in favour of experimental group. Based on the findings of the study, it was concluded that scaffolding teaching strategy is more potent in boosting students’ performance in Physics in secondary schools than the conventional method in vogue in the nation andit was recommendedthat theconventional method presently in use by Physics teachers should either be improved upon, modified or replaced with an activity-based teaching approach (as appropriate).
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