EFFECTS OF CUES AND PROMPTS INSTRUCTIONAL SCAFFOLDING ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY

EFFECTS OF CUES AND PROMPTS INSTRUCTIONAL SCAFFOLDING ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY

  • Angela Adanna Abumchukwu Department of Science Education, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
  • Samuel .O.C. Okeke Department of Science Education, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
Keywords: Scaffolding, achievement, acid, titration, secondary school

Abstract

Effect of cues and prompts instructional scaffolding on the academic achievement of students in chemistry in senior secondary school in Ogidi Education Zone of Anambra state was investigated. The study was guided by two research questions and three hypotheses which were tested at 0.05 level of significance. The pretest post-test non-equivalent control group quasi-experimental design was adopted. The population of the study consisted of 2,530 senior secondary school two (SS2) students from which a total of 120 SS2 students was sampled. Chemistry Achievement Test (CAT) validated by experts from the Department of Science Education and Education Foundation and one experienced chemistry teacher in Onitsha was used for data collection. CAT reliability was established using Kudar Richardson Formula 20 (KR-20) which yielded reliability coefficient of 0.70. The students in experimental group were taught chemistry using cues and prompts scaffolding while students in the control group were taught using expository method. Data collected were analyzed and analysis of covariance. The findings from the results showed that cues and prompts scaffolding had a significant effect on the achievement of students in chemistry. Gender was not a significant factor in the mean achievement scores of students. It was recommended that chemistry teachers should make conscientious efforts to integrate cue and prompt scaffolding into the teaching of chemistry to secondary school students.

 

Author Biographies

Angela Adanna Abumchukwu, Department of Science Education, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

Lecturer

Samuel .O.C. Okeke, Department of Science Education, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

Professor

Published
2020-07-03