Abstract:
The study investigated the effect of scaffolding strategy on biology students' academic achievement
in senior secondary schools in Gombe state. Two research questions and three hypotheses were
tested at 0.05 level of significance. The study adopted quasi-experimental pretest, posttest, nonequivalent, experimental and control group. The target population of the study consisted of 18,460
SSII students' senior secondary schools in Gombe state. The sample comprised of 122 students in
intact classes randomly assigned for two experimental groups and one control group. An instrument
used for data collection was an Achievement Test tagged Biology Achievement Test (BAT) adapted
from WAEC past questions from 2014 - 2017. The instrument was face and content validated by
three experts and the reliability coefficient of 0.88 was obtained using Test retest method to
determine the reliability of BAT. Data were analyzed using descriptive statistics for the research
questions and Analysis of Covariance (ANCOVA) to test the three null hypotheses. The findings of
the study revealed that scaffolding strategy enhanced students' achievement in biology. There was a
significant difference in the academic achievement of the male and female students' in biology, The
result also revealed that there was a statistically significant interaction effect of gender and treatment
on students' academic achievement. It is recommended that Ministries of Education in conjunction
with education Institutions in Nigeria should organize seminars and workshops to keep biology
teachers abreast of the application of scaffolding instruction strategy for teaching and learning that
could enhance students' academic performance. |
