AN EVALUATION OF TWO INSTRUCTIONAL SCAFFOLDING METHODS ON THE ACADEMIC…

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

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Suggested scaffolding is a helpful strategy for the convergent developmental region of the learner. In the case of a student who is unable to solve difficulties on their own, the emphasis is on regulated support or help provided by a knowledgeable person to alleviate the difficulty they are experiencing. This form of assistance is just temporary, and it is eliminated in an intelligent manner whenever the circumstance calls for it. Chang, Sung, and Chen (2002) developed a formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized formalized (Chang, Sung, and Chen, 2002). Also In cognitive apprenticeship, scaffolding is considered to be a critical component in which students learn to solve problems with the assistance of their teachers who guide them through teaching, providing assignments and hints while not clearly providing them with the ultimate answers (Quintana et al., 2004). In addition, instructional scaffolding is a learning process that is specifically intended to enhance higher levels of learning and comprehension in students. Learning support is the assistance provided to students along their educational journey, and it is tailored to meet the specific requirements of the students with a strong desire to assist them in achieving their educational objectives (Margaret,2005). An essential aspect of scaffolding is that it aids students in their understanding of how to do a task as well as why they should complete the assignment, in the practices and conceptualizations that aid in the construction of information that is recognized as learning. (2006); (Hmelo-Silver, 2006). In another research, it was shown that as a student goes through a task, the instructor may employ various kinds of scaffolds to match the student’s current level of understanding. A difficult activity necessitates the use of more than one scaffold to assist the learner in mastering the subject, according to Alibali (2006). It has also been discovered that students who are taught in scaffolding settings do much better than students who are not taught in scaffolding situations, according to the findings. Additionally, scaffolding may help students with their inquiry and their performance, particularly when they are required to access and apply them (Simons & Klien, 2007). When it comes to teaching students, the Scaffolding Approach is a good technique to apply, particularly when it comes to understanding Slope Deflection and Moment Distribution procedures in the Structural Analysis course. According to the findings of another research, pupils who are exposed to the scaffolding technique outperform those who are taught using the standard way. (2013); (Alake et al., 2013). Chemical education makes extensive use of instructional scaffolding, which is a very successful and significant instructional approach in the field of chemistry. As a result, in order to increase student accomplishment in chemistry, chemistry instructors should adopt the philosophy of frequent use of instructional scaffolding in the classroom. It is the responsibility of the students to create a feeling of competitiveness in the classroom in order to successfully use the teacher’s instructions, which may be accomplished via scaffolding (Akani,2015). According to the findings, the scaffolding provided by teachers in teacher-initiated dialogues is characterized by a high level of responsibility for sustaining the interactional flow and the use of various tactics. Whereas in child-initiated conversations, the teachers’ scaffolding includes listening and questioning, and as a result, a teacher functions more as a facilitator of discussion in these situations (Lerkkanen,2016).

Academic performance refers to a student’s ability to attain his or her educational objectives, whether they are short-term or long-term. Examinations and continual evaluation are standard methods of determining performance. It reflects the degree to which the teaching-learning process has been successful. It reveals the degree to which the set goals/objectives have been met or met and exceeded. It also gives a very valuable and required time to time feedback on the interaction process between the educand and the educator, which is quite beneficial and necessary. In this way, teachers and students may work together to identify or diagnose the areas that are causing problems or that need to be altered or amended in order to reach the predetermined goals. Generally speaking, most schools describe cognitive objectives as the acquisition of information or mastery of a given subject matter. As a result, academic accomplishment is seen as a broad concept that encompasses a variety of distinct aspects of learning. In a classroom, there are two forms of evaluation that are carried out: assessment of learning and assessment of learning for learning. It is done with a diagnostic purpose, to know the about the weaknesses and areas in which students are lagging behind from the objectives with which the process of teaching and learning has been started. Whereas assessment of learning is done at the end of an academic session, students receive final achievement feedback, assessment for learning is done by the teacher at various points throughout an academic session, students receive final achievement feedback. Examining students’ academic performance may be done in a variety of methods. Written assessments can be done in the form of a pen-and-paper exam, quiz contests, debates, crossword puzzles, or by participation in other activities. According to Good (1973), academic accomplishment is defined as knowledge or skill gained through schooling and is often quantified by test scores or grades awarded by teachers based on a student’s overall performance.

1.2 STATEMENT OF THE PROBLEM

A major source of worry for scholars, parents, and other stakeholders has been the ongoing low levels of accomplishment of pupils in their academic endeavors. Several causes, including teaching strategies used by instructors, are ascribed to the current predicament (Olulonye in Ihendinihu, 2013). This state of student interest requires immediate attention 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. As a result, this research was conducted to determine the effects of two instructional scaffolding strategies on the academic performance of secondary school pupils.

1.3 OBJECTIVE OF THE STUDY

The general objective of the study is to investigate two instructional scaffolding methods on the academic performance of secondary school students. Specifically, the study will be guided under the following:

1. To examine the instructional scaffolding methods teachers use in teaching secondary school students.
2. To find out the effect of scaffolding teaching method on students academic performance.
3. To investigate challenges of using scaffolding teaching method.

1.4 RESEARCH QUESTIONS

The following questions have been prepared for the study:

1. What are the instructional scaffolding methods teachers use in teaching secondary school students?
2. What is the effect of scaffolding teaching method on students academic performance?
3. What are the challenges of using scaffolding teaching method?

1.5 SIGNIFICANCE OF THE STUDY

The study will be significant to the ministry of education, teachers and principals as they will be exposed to the benefit of using scaffolding as a teaching method which will help student in their academic performance.

This study will be of benefit to the academic community as it will contribute to the existing literature.

1.6 SCOPE F THE STUDY

This study will examine the instructional scaffolding methods teachers use in teaching secondary school students. The study will also find out the effect of scaffolding teaching method on students academic performance. Lastly, the study will investigate challenges of using scaffolding teaching method. Hence the study will be delimited to Bayelsa State

1.7 LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced.

1.8 DEFINITION OF TERMS

Instructional material: the content or information conveyed within a course.

Scaffold: a structure made using scaffolding.

Academic performance:the measurement of student achievement across various academic subjects