This study examined the effect of
scaffolding instructional strategies and gender on the performance of pupils in
Basic Science and Technology in public primary schools in Rivers State. Two
specific objectives and two null hypotheses guided the study. Non-randomized
pretest, post-test and control group experimental design was adopted for the
study. The population size consisted of 42,409 basic four pupils; out of which
147 were drawn as sample size using purposive sampling technique. The
instrument for data collection was the Basic Science and Technology Performance
Test. The data was analyzed using Analysis of Covariance (ANCOVA). The findings
of the study revealed that there is a significant difference in the Basic
Science and Technology mean performance scores of pupils taught with
scaffolding instructional strategies and those taught with conventional method.
The Basic Science and Technology mean performance scores of boys and girls
taught with scaffolding instructional strategies does not differ significantly
with those taught with conventional method. Recommendations were made which
include that scaffolding instructional strategy should be used in classroom
teaching/learning interaction to enhance the teaching and learning of pupils as
well as improve their performance in all subjects.
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