– Effects of Two Instructional Scaffolding Strategies on Secondary School Students’ Achievement and Interest in Biology –
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ABSTRACT
This study investigated the effect of two Instructional Scaffolding Strategies on Secondary School Students’ Achievement and Interest in Biology in Udi Education Zone, Enugu State.
The study adopted a factorial research design which helped the researcher to determine the main effects of two treatments in one single experiment. Six research questions and six null hypotheses guided the study.
A sample of 140 students from four intact classes purposively selected from government co-educational secondary schools in Udi Education Zone, were used for the study.
The main instruments for the study consisted of Biology Achievement Test (BAT) and Biology Interest Inventory (BII) which were developed, validated and used for data collection.
The instruments (BAT and BII) were trial-tested on 30 SS 2 students of Nsukka education Zone. The data collected from BAT and BII were tested for reliability using Kuder-Richardson (K-R 20) and Cronbach Alpha statistics.
Reliability indices of 0.89 and 0.86 respectively were obtained which guaranteed the use of the instruments for the study.
Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance.
TABLE OF CONTENTS
APPROVAL PAGE ii
CERTIFICATION PAGE iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF FIGURES xiii
ABSTRACT xiv
CHAPTER ONE: INTRODUCTION 1
Background of Study 1
Statement of Problem 17
Purpose of Study 17
Significance of Study 18
Scope of Study 21
Research Questions 21
Hypotheses 22
CHAPTER TWO: LITERATURE REVIEW 23
Conceptual Framework 24
Overview of Approaches for Teaching Biology 25
Instructional Scaffolding 29
Concept Mapping as Scaffolding Strategy 32
Cueing Questions as Scaffolding Strategy 36
Achievement in Biology 42
Interest in Biology 44
Gender in Science 47
Theoretical Framework 50
Brunner’s Cognitive View of Discovery Learning (Brunner, 1966) 51
Ausubel’s Assimilation Theory (Ausubel, 1968) 52
Constructivist Theory (Vygotsky, 1978) 53
Review of Empirical Studies 54
Studies on Concept Mapping as Instructional Scaffolding and Students’ Achievement 54
Studies on Scaffolding and Students Achievement 63
Studies on Cueing Questions as Instructional Scaffolding and Students’ Achievement 67
Studies on Gender as a Factor in Science Achievement 72
Studies on Interest in Science 81
Summary of Literature Review 86
CHAPTER THREE: RESEARCH METHOD 89
Design of Study 89
Area of Study 90
Population of Study 90
Sample and Sampling Techniques 91
Instrument for Data Collection 92
Validation of the Instrument 93
Reliability of the Instrument 94
Experimental Procedure 96
Training of Teachers 96
Control of Extraneous Variables 97
Method of Data Collection 97
Method of Data Analysis 98
CHAPTER FOUR: RESULTS 99
Summary of Findings 113
CHAPTER FIVE 114
Discussion of Findings, Conclusion, Implications, Recommendations and Summary 114
Discussion of Findings 114
Conclusions 121
Educational Implications of Study 122
Recommendations 123
Limitations of Study 124
Suggestions for Further Research 124
Summary of Study 125
REFERENCES 129
APPENDICES 147
INTRODUCTION
Biology is a branch of natural science that deals with the study of living organisms, their structures, functions, evolution, distribution and interrelationships.
Biology occupies a unique position in the secondary school education curriculum because of its importance as science of life.
In Nigeria, the secondary school Biology curriculum is designed to continue students’ investigation into natural phenomena, deepen students’ understanding and interest in biological sciences and to encourage students’ ability to apply scientific knowledge to everyday life.
Biology is one of the science subjects taught at the senior secondary school levels in all Nigerian secondary schools today which attracts the greatest patronage of both science-oriented and arts-based students.
(Nwachukwu and Nwosu, 2007), Nwagbo (2008) pointed out that the structure of the Nigerian secondary school requires a student to do one science subject, and Biology is the science subject most of the science students opt for on the false premise that it is the easiest of the sciences.
For this reason, Biology has a very high enrolment of students in the external examination (West African Examination Council, 2011).
Biology as a school subject is expected to help students understand and deal with their natural environment and the organisms living within it.
Biology also deals with the interactions between living and non-living components of the environment (Nwagbo, 2008).
Sound knowledge of Biology is a pre-requisite for entrance into such professions like Medicine, Pharmacy, Nursing, Biochemistry, Genetics, and Agriculture that are of great economic importance to the nation.
REFERENCES
Abel. W. M & Freeze, M. (2006). Evaluation of concept mapping in an associate degree nursing program. Journal of Nursing Education, 45(9), 356-365.
Adesoji, F.A. (2008). Managing students attitude towards science through problem-solving instructional strategy. E.Mail: Francisadesojiayahoo.com.
Adesola, O.O & Salako, E.T. (2013). Effect of concept mapping instructional strategy on Junior Secondary School Student’s Knowledge of Multiculturalism in the Global 21st Century Social Studies Classroom. Journal of Education and Practice 4 (13), 123- 131.
Agama, T.L (2009). The ffect of the game method teaching on student’s academic Achievement in Chemistry, Journal of Science Teachers Association of Nigeria. 44(1&2), 212-217.
Agbai, O. F. (2004). Differential performance of newly introduced topics in senior secondary school mathematics for teacher education. Journal of sassociation of teacher Educators in Nigeria. 2 (2), 117-112
Agommoh, P. C. & Nzewi, U. M. (2003) Effects of Video – taped instruction on secondary school students’ Achievement in physics, Journal of the science Teachers Association of Nigeria J. S. AN 38 (132) 88 – 93.
StudentsandScholarship Team.
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