EFFECTS OF SCAFFOLDING STRATEGY ON LEARNERS’ ACADEMIC ACHIEVEMENT IN INTEGRATED SCIENCE AT THE JUNIOR SECONDARY SCHOOL LEVEL

This paper assessed the effects of using scaffolding strategy on the academic achievement of students in integrated science in the Junior Secondary School (JSS). Four hundred and fifty (450) students in JSS 2 were randomly selected from four Junior Secondary Schools in two Local government Areas of Ekiti State respectively. The sample was divided into two groups, two schools serving as a group. The first group was taught using scaffolding strategy (SCS), while the second group was taught using the traditional (chalk and talk) method (TRM). Two research questions were raised; correspondingly two hypotheses were formulated and tested using t-test analysis. Results showed that students exposed to scaffolding strategy performed significantly better than their counterparts who were exposed to traditional method. Also, students of schools in urban locations had better academic achievement than their counterparts in rural locations.