Effects of Scaffolding Strategy on Interest and Performance in Basic Science among Students in Kachia Education Zone, Kaduna State
DOI:
https://doi.org/10.64348/zije.202585Keywords:
scaffolding strategy, academic performance, interest, Basic Science, Upper Basic IIAbstract
This study examined the Effects of Scaffolding Strategy on interest and Performance in Basic Science among Students in Kachia Education Zone, Kaduna State. A quasi-experimental, pretest-posttest control group design was adopted. A total of 80 students from two intact classes were purposively sampled. The experimental group was taught using the scaffolding strategy, while the control group received instruction through the conventional method. Two validated research instruments—the Basic Science Performance Test (BSPT) and the Students’ Interest Questionnaire (BSIQ) were used for data collection. The instruments had reliability indices of 0.82 and 0.79, respectively. Data were analyzed using mean, standard deviation, independent sample t-test and Mann Whitney U-test. The findings revealed that students taught with the scaffolding strategy demonstrated significantly higher academic performance and greater interest in Basic Science compared to those in the control group. The results also indicated a significant effect of scaffolding on both performance and interest at the 0.05 level of significance. These findings support the effectiveness of scaffolding in enhancing learning outcomes in science education. It was recommended that science teachers adopt scaffolding strategies to promote students’ engagement and conceptual understanding. Curriculum planners should also incorporate scaffolding frameworks to encourage active and meaningful learning.
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