Education Quarterly Reviews

ISSN 2621-5799

Published: 08 April 2019

Effects of Instructional Scaffolding Strategy on Senior Secondary Biology Students’ Academic Achievement and Retention in Taraba State, Nigeria

Fatima Mohammed Joda

Modibbo Adama University of Technology, Nigeria

pdf download

Download Full-Text Pdf

10.31014/aior.1993.02.02.59

Pages: 269-275

Keywords: Instructional Scaffolding Strategy, Lecture Method, Biology Students’ Academic Achievement and Retention

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.

References

  1. Abubakar, M. (2013). Problems of teaching Biology. Unpublished M.Ed. Seminar Paper Presentation. Department of Science Education. Modibbo Adama University of Technology Yola, Adamawa State, Nigeria.    

  2. Adamu, J. (2017). Effects of analogy and scaffolding instructional strategies on senior secondary school physics students’ academic achievement in Adamawa State, Nigeria. Unpublished M. Tech research thesis. Modibbo Adama University of Technology Yola, Adamawa State.  

  3. Akani, O. (2015). Impact of instructional scaffolding on students achievement in Chemistry in Secondary School in Ebonyi State, Nigeria. International Journal of Education, Learning and Development, 3(7), 74-83.       

  4. Casem, R. Q. (2013). Scaffolding Instructional Strategy in teaching Mathematics: Its effects on students’ Performance and altitude. Comprehensive Journal of Education Research, 1(1), 9-19      

  5. Federal Republic of Nigeria (2013). National Policy on Education. Abuja: NERDE Press.

  6. Ibritam, K. S; Udofia, N. & Onweh, V. Z. (2015). Assessing the potency of scaffolding and Demonstration instructional methods on student’s achievement in Technical Colleges in Akwa Ibom State. Advances in Research, 3(1), 92- 101. 

  7. Joda, F. M. & Mohamed, A. A. (2017). Effect of Guided Inquiry teaching method on senior secondary school Biology students Academic Achievement and Retention in Yola Education Zone, Adamawa State, Nigeria. Multidisciplinary Journal of Science, Technology and Vocational Education, 5(1), 89-96      

  8. Joda, F. M. (2018). Effect of concept mapping teaching approach on senior secondary school Biology students Achievement in Biology in Adamawa State, Nigeria. Jigawa Journal of Multi-disciplinary Studies (JJMS), 1(1), 140-147.  

  9. Neji, H. A. & Joda, F. M. (2016). Effective Utilization of Environmental resources on chemistry learning outcomes of secondary school students in Cross River State, Nigeria. Education for Today, 12(1), 65-70.

  10. Nonye, A. & Nwosu, B. O. (2011). Effects of Instructional Scaffolding on the achievement of male and female students in Financial Accounting in Secondary Schools in Abakaliki Urban of Ebonyi State, Nigeria. Current Research Journal of Social Sciences, 3(2), 66-70. 

  11. Olatubosun, E. O. (2015). Effects of scaffolding strategy on learners’ academic achievement in integrated science at the Junior Secondary School level. European Scientific Journal, 9(19), 149-155.    

  12. Olson, J & Prath, T. (2000). The Instructional cycle: Teaching children and adolescents with special needs. Practical Hall Inc. New Jersey.   

  13. Osuafor, A & Okonkwo, I. (2013). Influence of family background on the academic achievement of secondary school Biology students in Anambra State. African Research Review. An International Multidisciplinary Journal, 7(3), 156-167  

  14. Uduafemhe, M.E. (2015). Comparative effects of scaffolding and collaborative instructional approaches on secondary school students psychomotor achievement in Basic Electronics in North-central Nigeria. International Organization of Scientific Research. 5(6), 23-31.   

  15. Ugwuadu, O. R & Joda, F. M. (2015). Reality of teaching Biology in Secondary Schools in Adamawa State, Nigeria. Educational Forum A Journal of Institute of Education, Ahmadu Bello University Zaria, 24(1), 59-75.    

  16. Umaru, A. A. (2011). Effects of Biology practical activities on students process skill acquisition in Minna, Niger State Nigeria. Journal of Science, Technology and Mathematics Education, 7(2), 118-126  

  17. Umoru, E. S. & Onoja, A. I. (2017). Comparative effects of two instructional approaches on Biology students academic achievement in Evolution; Implication for curriculum review. Journal of Curriculum Organization of Nigeria (CON), 1(12), 85-97  

  18. West African Examination Council (2016). Chief Examiner’s report. Abuja; WAEC.

  19. West African Examination Council (2018). Chief Examiner’s report. Abuja; WAEC.

About Us

The Asian Institute of Research is an online and open-access platform to publish recent research and articles of scholars worldwide. Founded in 2018 and based in Indonesia, the Institute serves as a platform for academics, educators, scholars, and students from Asia and around the world, to connect with one another. The Institute disseminates research that is proven or predicted to be of significant influence for the general public.

Stay Connected

  • Instagram - Black Circle
  • Facebook - Black Circle
  • LinkedIn - Black Circle

Contact Us

Please send all inquiries to the email:

editorial@asianinstituteofresearch.org

Business Address:

5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, Indonesia 90234

Copyright © 2018 The Asian Institute of Research. All rights reserved