EFFICACY OF SCAFFOLDING INSTRUCTIONAL STRATEGY IN ENHANCING SECONDARY SCHOOL PHYSICS STUDENTS’ MOTIVATION IN MALUMFASHI LOCAL GOVERNMENT, KATSINA STATE, NIGERIA

Abstract

Abstract This study investigated the Efficacy of Scaffolding Instructional Strategy on Secondary School Physics Students’ Motivation in Malumfashi Local Government, Katsina State, Nigeria. Two research objective, research question were raised and two corresponding research hypotheses were raised and tested at 0.05 levels of significance. The study adopted pre-test post-test quasi-experimental design. The population of the study consisted of one thousand two hundred and forty two (1,242) SSII Physics students from which a total of one hundred and twenty three (123) SSII Physics students drawn from two intact classes that participated in the study. The schools were randomly assigned to experimental and control group. A 30 items “Physics Students Motivation Questionnaire” (PSMQ) was used for data collection. The PSMQ was validated by specialist in science education and psychology. The reliability PSMQ was established using split-half method and calculated the reliability index using Cronbach’ Alpha formula, reliability index was found to be 0.88. The collected data was analyzed using SPSS Version 23 to answer the research questions using descriptive statistics (mean rank and sum of rank) and testing the null hypotheses using Mann Whitney U-test. The findings of the study revealed that students taught using Scaffolding Instructional Strategy were motivated significantly higher than students taught using Lecture method. On the basis of these findings, the study concluded that Scaffolding Instructional Strategy brings positive motivation in Physics of SSII students. The study therefore, recommended among other that, Scaffolding Instructional Strategy should be adopted in the teaching and learning of Physics at secondary school.