Effects of Scaffolding and collaborative instructional approaches on science and technical school students’ achievement in Basic Electronics in North-Central Nigeria..

Abstract

This study determined effects of scaffolding and collaborative instructional approaches on science and technical school students’ achievement in Basic Electronics in north-central states of Nigeria. The study adopted quasi-experimental research design; specifically the pre-test post-test nonequivalent control group experimental design. Purposive sampling technique was used to sample 105 Senior Secondary two (SS 2) students, comprising of 77 males and 28 females. Students’ performance in Basic Electronics was obtained after being taught with scaffolding and collaborative instructional approach. Instrument used was Basic Electronics Cognitive Achievement Test (BECAT). Reliability testing of BECAT was determined using Kuder-Richardson formula 20 (K-R 20) and a reliability coefficient of 0.88 was obtained. Data collected were analyzed using mean and ANCOVA at 0.05 level of significance. Results revealed that scaffolding and collaborative instructional approaches are effective in improving student achievement in Basic Electronics. However, collaborative instructional approach is more effective than 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 collaborative instructional approach is a viable teaching method for improving students’ achievement in Basic Electronics. It was recommended that teachers adopt collaborative instructional approach for teaching Basic Electronics.