AN EVALUATION OF TWO INSTRUCTIONAL SCAFFOLDING METHODS ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

AN EVALUATION OF TWO INSTRUCTIONAL SCAFFOLDING METHODS ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

A useful approach for the learner’s convergent developmental region is suggested scaffolding. When a student is unable to solve problems on their own, the focus is on getting regulated support or help from a knowledgeable person to help them overcome the problem. This kind of assistance is only for a short time, and it is wisely ended whenever the situation calls for it. A formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formal Likewise In mental apprenticeship, platform is viewed as a basic part in which understudies figure out how to tackle issues with the help of their educators who guide them through educating, giving tasks and clues while not plainly furnishing them with a definitive responses (Quintana et al., 2004). In addition, instructional scaffolding is a method of learning designed to improve students’ higher-level comprehension and learning. According to Margaret (2005), learning support is the assistance given to students during their educational journey. It is tailored to meet the particular requirements of the students with a strong desire to assist them in achieving their educational goals. Students’ understanding of how to complete a task and why they should complete it, as well as the practices and conceptualizations that aid in the construction of information that is recognized as learning, are essential components of scaffolding. ( 2006); ( Silver-Hmelo, 2006). Another study demonstrated that the instructor can use a variety of scaffolds to match a student’s current level of comprehension as they work through a task. According to Alibali, a challenging activity requires the use of multiple scaffolds to assist the student in mastering the material. The findings also indicate that students who are taught in scaffolding settings perform significantly better than students who are not taught in scaffolding settings. Additionally, when students are required to access and use them, scaffolding may assist them with their inquiry and performance (Simons & Klien, 2007). The Scaffolding Approach is a useful teaching tool, especially for helping students comprehend the structural analysis course’s Slope Deflection and Moment Distribution procedures. Another study found that students who are taught using the scaffolding method perform better than students who are taught using the standard method. 2013); ( Alake and other, 2013). Instructional scaffolding, which is a significant and highly effective instructional strategy in the field of chemistry, is used extensively in chemical education. Therefore, chemistry teachers ought to adopt the teaching strategy of frequently utilizing instructional scaffolding in the classroom in order to boost student achievement in the subject. In order for students to use the teacher’s instructions effectively, it is their responsibility to instill a sense of competition in the classroom, which can be accomplished through scaffolding (Akani, 2015). The findings indicate that teachers’ scaffolding in teacher-initiated dialogues is marked by a high level of responsibility for maintaining the interactional flow and employing a variety of strategies. According to Lerkkanen (2016), teachers serve more as facilitators of discussion in child-initiated conversations because their scaffolding includes listening and asking questions.

A student’s ability to achieve short-term or long-term educational goals is referred to as academic performance. Standard approaches to evaluating performance include examinations and ongoing evaluation. It demonstrates the degree of success of the teaching-learning process. It demonstrates the degree to which the established objectives or goals have been met or exceeded. It likewise gives a truly important and expected opportunity to time input on the communication cycle between the educand and the instructor, which is very gainful and vital. Students and teachers can collaborate in this manner to determine the areas that need to be altered or modified to achieve the predetermined objectives or that are causing issues. The majority of schools generally refer to cognitive objectives as information acquisition or subject matter mastery. As a consequence of this, academic achievement is regarded as a broad concept that takes into account a wide range of distinct facets of learning. There are two kinds of evaluations that are done in a classroom: learning assessment and learning assessment for learning. It is done with the intention of diagnosing the weaknesses and areas in which students are falling behind the goals with which the teaching and learning process has begun. Students receive final achievement feedback when learning assessment is done at the end of an academic session, whereas assessment for learning is done by the teacher at various points throughout an academic session. There are many ways to evaluate students’ academic performance. A pen-and-paper exam, quiz contests, debates, crossword puzzles, or participation in other activities are all examples of written assessments. Academic achievement, as defined by Good (1973), is the knowledge or skill acquired through education. It is frequently measured by test scores or grades given by teachers based on a student’s overall performance.

1.2 EXPOSITION OF THE PROBLEM The persistently low academic achievement levels of students have been a major source of concern for educators, parents, and other stakeholders. The current situation is attributed to a number of factors, including instructional strategies (Olulonye in Ihendinihu, 2013). In order to develop effective strategies for increasing students’ achievement and preventing the nation from descending into science anarchy, which would jeopardize the nation’s efforts to advance scientific and technological development in the future, this state of student interest requires immediate attention. Consequently, the purpose of this study was to ascertain the effects of two instructional scaffolding strategies on secondary school students’ academic performance.

1.3 OBJECTIVE OF THE STUDY The study’s general objective is to investigate the effects of two instructional scaffolding strategies on secondary school students’ academic performance. The following specific guidelines will be followed throughout the study:

i. To investigate the instructional scaffolding strategies utilized by secondary school teachers.

ii. to find out how students’ academic performance is affected by the scaffolding teaching method.

iii. to examine the difficulties associated with the scaffolding teaching method.

1.4 QUESTIONS FOR THE RESEARCH The following inquiries have been prepared for the investigation:

i. In the classroom, how do teachers use instructional scaffolding to instruct secondary school students?

ii. How does the scaffolding approach influence students’ academic performance?

iii. What obstacles does the scaffolding teaching method present?

1.5 SIGNIFICANCE OF THE STUDY The ministry of education, teachers, and principals will all gain insight into the advantages of employing scaffolding as a teaching strategy, which will improve students’ academic performance.

The academic community will benefit from this study because it will add to the existing body of knowledge.

1.6 OBJECTIVE OF THE STUDY This research will investigate the instructional scaffolding strategies utilized by secondary school teachers. The study will also investigate how students’ academic performance is affected by the scaffolding teaching method. The challenges associated with the scaffolding teaching method will also be the subject of the study. As a result, the study will be restricted to Bayelsa State. 1.7 LIMITATIONS OF THE STUDY Like in every human endeavor, the researchers ran into a few limitations while conducting their research. The researcher chose a moderate sample size because insufficient funds typically hinder the researcher’s ability to find relevant materials, literature, or information and to collect data (via the internet, questionnaire, and interview). Plus, the researcher will be working on other academic projects at the same time on this study. As a consequence of this, less time will be spent on research.

1.8 TERMS DEFINITION Material for instruction: the information or content taught in a course.

Scaffold: a structure constructed from scaffolding.

Academic achievement: the evaluation of how well students do in various academic subjects.