Abstract

IMPACT OF SCAFFOLDING STRATEGY ON STUDENTS’ ACHIEVEMENT IN AND ATTITUDE TOWARD ALGEBRA AT SENIOR SECONDARY SCHOOLS

Dr. Iroko, Ganiyu Adisa and Prof. Olaoye, Adetunji Abiola

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This study investigated the impact of scaffolding strategy on students’ academic achievement in and attitude toward Algebra at senior secondary school level in Ogun State. As a quasi experimental study which comprised of SS II students in Ogun State, 192 students in Four Intact classes were involved in the study and adopted 2x2 factorial design consisting of the 2 levels of instructional strategies and 2 levels of gender. A-50 item multiple choice Achievement Test on Algebra (ATA) and 20 items Altitudinal Questionnaire in Algebra (AQA) were administered on the selected sample, where the exercise lasted for 12 weeks. Both ATA and AQA were subjected to reliability test using the KuderRichardson’s formula K- R 21 and Cronbach’s Alpha with r-value found to be 0.93 and 0.78 respectively. Data analysis was done using Mean, Standard deviation, Multivariate Analysis of Covariance (MANCOVA) and Multiple regression at ? = 0.05 level of significance. The findings revealed that; there is significant difference in the achievement of students taught Algebra using scaffolding strategy and those taught with conventional teaching method, there is significant difference in the students’ attitude toward Algebra taught using scaffolding strategy and those taught with conventional teaching method. Based on the findings, it was recommended that scaffolding strategy should be introduced to lessen persistent academic dismal outings of students in Mathematics in the Nigeria senior secondary schools. Keywords: Algebra, Performance, Scaffolding.

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