Scaffolding Assisted Instruction on Students’ Academic Achievement in Basic Science and Technology

  • Moses Olanrewaju Afuwape Olabisi Onabanjo University, Ago-Iwoye, Nigeria.
  • Yetunde Felicia Jimilehin Federal College of Education, Osiele, Abeokuta, Nigeria


The poor performance of students in the core science subjects in the senior secondary school is often traced to the faulty foundation at junior secondary school basic science and technology. The major fault with this foundation among other things is the teaching strategy the teacher adopts while teaching basic science and technology. Therefore, this study examined the effect of scaffolding instructional strategy on students’ achievement in basic science and technology. This study adopted the pretest-postest quasi experimental research design, The population of the study were all Basic Eight students in public secondary schools in Odeda Local Government in Ogun state. A total of 100 pupils formed the sample of the study. The instrument used for data collection was basic science achievement test. The data collected were analyzed using Analysis of Covariance (ANCOVA) and estimated marginal means. The findings revealed that students taught with scaffolding instructional strategy had a significantly better achievement than the students in the control group. Based on the findings of this study, it was recommended that teachers should teach basic science using scaffolding instructional strategy.

Keywords: Scaffolding, Students’ academic achievement, Basic Science and technology.

How to Cite
AFUWAPE, Moses Olanrewaju; JIMILEHIN, Yetunde Felicia. Scaffolding Assisted Instruction on Students’ Academic Achievement in Basic Science and Technology. KIU Journal of Humanities, [S.l.], v. 4, n. 2, p. 161-168, july 2019. ISSN 2522-2821. Available at: <>. Date accessed: 27 jan. 2022.