Students’ Achievement in Basic Electronics: Effects of Scaffolding and Collaborative Instructional Approaches

Abstract

This study determined effects of scaffolding and collaborative instructional approaches on students’ achievement in Basic Electronics. A quasi-experimental research design was adopted for the study. The performance of 105 Senior Secondary two (SS 2) students in Basic Electronics was obtained after being taught with scaffolding and collaborative instructional approaches using the Basic Electronics Cognitive Achievement Test (BECAT). Data collected were analyzed using mean and ANCOVA. Results revealed that a collaborative instructional approach is more effective in improving student achievement in Basic Electronics than a scaffolding instructional approach. Also, gender had no significant influence on students’ achievement in Basic Electronics when taught using scaffolding and collaborative instructional approaches. It was concluded that the collaborative instructional approach is a viable teaching method for improving students’ achievement in Basic Electronics. It was recommended that teachers adopt the collaborative instructional approach for teaching Basic Electronics.