INTRODUCTION
Physics is a science subject that studies matter,
objects, energy and their interaction in a given system or environment. Physics is
the most fundamental and the root of every field of science (Eryilmaz, 2016). Anyakoha (2016)
defined physics as a natural science that involves the study of matter and
energy and their interactions. Physics is the study of natural phenomenon at
its most fundamental levels and manner. This is because, physics, being one of
the core subjects offered in Nigerian schools forms the basis for the nation’s
technological advancement and human resource development (Abubakar,
2012). Physics knowledge has contributed
immensely to the production of tools and devices of tremendous advantage to the
human race (Sani, 2012). The knowledge of physics
according to Gabriel (2012) offers the learners the opportunity to think
critically, reason analytically and acquire the spirit of enquiry. The researcher also stressed that the
knowledge of physics develop in students, the scientific and technological
knowledge, skills and attitudes which will assist them to make decisions based
on the observation and experimentation. Quantum Physics, Geophysics, Medical
Physics, Computing Physics, Material physics, Environmental Physics,
Communication, Physics Education, Engineering and Industrial Physics to list
but a few are career courses in institutions of higher learning which cannot be
undertaken without the knowledge of physics at secondary school level.
Physics is divided
into two broad categories: Classical Physics and Modern Physics. Classical
physics is the branch of physics that studies the mechanism of a particle of
length greater than 10-6m while Quantum physics is the branch of physics
that studies the mechanisms of a particle less than a length of 10-6m
(Okoli, 2019). Quantum Physics is the study of matter
and energy at the most fundamental level. Quantum Physics is required to
uncover the properties and behaviours of every building blocks of nature.
Quantum Physics examines very small objects such as electrons and photons.
These electrons and photons are all around us acting on every scale. The
branches of quantum physics include uncertainty principle, wave-particle
duality, energy levels, and photoelectric effect. The discovery of Quantum
Physics led to the discoveries of valuable resources like computers, lasers,
transistor etc.
Interestingly, as
important as physics is, students’ academic achievement and interest in the
subject at secondary school and institution of higher learning has not been
encouraging. In Nigeria, there has been a recurring unacceptable attainment of
students in physics. Record of students’ performance at Senior School
Certificate Examination (SSCE) in physics conducted by West African Examination
Council (WAEC) according to Adolphous (2018) shows
that between 2001 and 2009 (except in 2006), less than 50% of the students who
enrolled for physics obtained credit level pass and above to secure admission
into the university in order to pursue courses that require physics. The
researcher also stressed that the failure rate continued from 2007 to 2009
(42.9%, 47.1% and 46.2%) and in 2013 (46%) with an improved achievement in
2010, 2011 and 2012 (50.2%, 62.6% and 67.2%). According to Onah
and Achufusi (2022) shows that the failure trends
continued in 2015, 2017; and 2020 (47.83%, 41% & 36% respectively) with an
improved achievement in 2016, 2018; and 2019 (71%, 87% & 80% respectively).
In general, this cannot be considered an acceptable achievement as many have
lamented that achievement of Nigeria students in physics at the Senior School
Certificate Examination (SSCE) has been generally not so good (Adaramola & Obomanu, 2011;
FME, 2009). Even the WEAC chief examiners report in physics specifies areas of
students’ weakness and the way forward to better achievement in the subject.
They stated that many students cannot properly draw physics diagram, give
correct definitions of some concepts or solve some problems, using mnemonic to
master some physics equations. The Chief examiners also reported that there are challenges in Nigerian students’ understanding
of concepts such as wave-particle duality of photons. They opined that the
wave-particle duality was poorly understood among upper secondary students in
Nigeria, and some students clearly demonstrated misconceptions rooted in a
classical physics worldview. They suggested as well that teachers should
teach students rules guiding physics diagram and should provide teaching aids
and models to help students understand physics concepts.
The students’ poor
achievement in physics in particular and sciences in general has been
attributed to many factors. These include; poor methods of physics instruction
by the teachers, insufficient number of qualified physics teachers, lack of
indigenous textbooks, inadequate apparatus in the physics laboratory, poor
classroom management by physics teachers, teacher’s belief and attitude towards
physics, physics teacher’s inability to improvise, inadequate instructional materials and aids,
educational background and parental expectations on the learners and finally
students’ related factors or variables
like students’ academic anxiety, academic self-efficacy, academic locus of
control, academic motivation and more ( Adedayo & Jegede,
2013). This study therefore is set to find out the effect of scaffolding
teaching approach on students’ academic achievement in physics.
Scaffolding
teaching approach is the support given to a student by a teacher throughout the
learning process. This support is specifically the concept map (cmap) which aimed for each student; this instructional
approach allows students to experience student-centered learning, which tends
to facilitate more efficient learning than teacher-centered learning (Boris,
2020). Scaffolding teaching approach promotes a deeper level of learning than
many other common teaching strategies in use in most of our secondary school
education.
Scaffolding teaching approach provides
sufficient support to promote learning when concepts and skills are being first
introduced to students. These supports may include resource, compelling task,
templates and guides, and/or guidance on the development of cognitive and
social skills. Instructional scaffolding could be employed through modeling a
task, giving advice, and/or providing coaching. (Akani,
2015)
According
to Palincsar (1986), the scaffolding support and
guidance provided to the learner is synonymous to the scaffolds in building
construction where the scaffolds provide both “adjustable and temporal” support
to the building under construction. The support and guidance provided to
learners to facilitate conceptualization of the knowledge which is needed to
complete the task. This support is removed gradually until the learner becomes
independent to take task (Palincsar, 1986). These enable
the students’ develop autonomous learning strategies, thus promoting their own
cognitive, affective and psychomotor learning skills and knowledge. According
to Nwali (2014), teachers help the students to master
a task or a concept by providing support to them; with the aid of relevant
instructional approach. The support can take many forms such as concept map, recommended
documents, mnemonics, and use of analogy, clinical interview, storyboards, or
key questions.
Omoniyi & Torru (2018) defines educational scaffolding as a teaching
method that enables students to solve a problem, carryout a task or achieve a
goal through a gradual shedding of outside assistance. In education,
scaffolding refers to variety of instructional techniques used to move a
student progressively toward stronger understanding and, ultimately, greater
independence in the learning process (Omoniyi & Torru, 2018).
In
general, scaffolding teaching approach is the support given by a teacher to her
student when performing a task that the student might otherwise not be able to
accomplish. First common characteristic in the various definitions of
scaffolding is contingency; often referred to as
responsiveness, tailored, adjusted, differentiated, or calibrated support. The
teachers’ support must be to the current level of the students’ performance and
should either be at the same or a slightly higher level. A teacher acts
contingently when s/he adapts the support in the way or another to a (group of)
student(s). A tool for contingency is diagnostic strategies, to provide
contingent support, that is one must first determine the students’ current
level of competence. Only with such knowledge can the support to be provided be
adapted to the students’ level of learning (i.e. made contingent). Awodun (2019) defined scaffolding teaching approach as the
teaching strategies that a teacher uses to help learners to bridge a cognitive
gap or process in their learning to a level they were previously unable to
accomplish. These strategies evolve as the teachers evaluate the learners
initial level of ability and then through continued feedback throughout the
progression of the task. In the early studies, scaffolding was primarily done
in oral, face-to-face learning environments.
In
classrooms, scaffolding may include modeling behavior’s, coaching and
prompting, thinking out loud, dialogue with questions and answers, planned and
spontaneous discussions, as well as other interactive planning or structural
assistance to help the learner bridge a cognitive gap. This can also include
peer mentoring from more experienced students. The contemporary scaffolding
provided by the teacher is removed as soon as the students internalize the
content and or process and are competent to assume a full responsibility for
controlling the process of a given task (Awodun,
2019).
The
general desire to improve teaching performance and student’s academic achievement
in Physics should be a concern of all stakeholders in education in Nigeria.
Therefore, this study seeks to examine the effect of Scaffolding Teaching
Approach on Students’ academic achievement in Secondary School Physics in Enugu
Education Zone, Enugu State, Nigeria.
Gender has been noted
by researchers over the years as having impact on achievement in Physics and
its related disciplines (Akumah, 2013). Akumah even stressed that science, technology and their
related disciplines are male-reserved while Art and Humanities are female
reserved. This belief makes boys appear to have a natural positive attitude
towards science and technical subjects while girls show more inclination to
Arts and Humanities. The problem is even compounded by the fact that most
science educators give masculine outlook to science subjects such as chemistry
and physics (Babajide, 2010); encouraging females to
go rather for biology, agricultural science and home economics which they
consider to be more female-friendly science subjects. Some other researchers (Nwankwo & Okoye, 2015; Orefor, 2016) opined that gender has no influence on
students’ achievement in the sciences. All these and related treatments make
girls have phobia for science and science-related subjects which definitely
affect their future career-choice and eventual achievement. Due to lack of
consensus regarding the issue of gender and science and more importantly to
capture the interest of girls, and consequently improve their achievement in
physics and other science related carriers, there is a need therefore to try
such innovative strategy as scaffolding teaching approach to see what effect it
will have on achievement of male and female students in the sciences especially
Physics.
Statement
of the Problem
In Nigeria,
emphasis has been placed on secondary school students’ academic achievement and
interest because of its direct positive impact on national development. Young
students in secondary schools today are expected to be leaders of tomorrow and
the quality of manpower the nation can boast of in the future. Also, students’
academic achievement is measure for gaining admission into institutions of
higher learning. More so, students advances in the understanding of quantum
physics leads directly to the development of new products such as televisions,
computers, domestic appliances and nuclear weapons that have dramatically
transformed modern-day society. Advances in quantum physics led to the
development of industrialization and advances in mechanics inspired the
development of calculus. Physics thus makes significant contributions through
advances in new technologies that arise from theoretical breakthrough. In view
of the positivisms of physics to mankind, many researchers in recent time are
interested in the factors affecting academic achievement and interest in
physics in particular and sciences in general with a view to finding solutions
to the problems of poor academic achievement. Studies on students’ academic
achievement have mostly pointed out that effective and innovative teaching
approaches are the major variable that enhances academic achievement, yet they
have received very little attention if any, in the literature of Enugu
Education Zone. In view of the on-going,
the present study identifies scaffolding teaching approach whose effects
on academic achievement and interest have not been so much reported in the
literature of Enugu Education Zone and hence deemed it very important to find
out the Effect of scaffolding teaching approach on students’ academic
achievement in quantum physics students in the Zone.
Purpose of
the Study
The main purpose of the study is to
investigate the effect of scaffolding teaching approach on students’ academic
achievement in quantum physics in Enugu Education Zone of Enugn
State.
Specifically, the study seeks to find the:
1.
Difference between the mean achievement
scores of students taught quantum physics using scaffolding teaching approach
and that of those taught using conventional method.
2.
Difference between the mean achievement scores
of male and female students taught quantum physics using scaffolding teaching approach.
3.
Interaction effect of teaching approaches and
gender on students’ achievement in quantum physics.
Research
Questions
The
following research questions were designed to guide the study
1.
What is the difference in the pretest and posttest mean
achievement scores of physics students taught using scaffolding teaching approach
and those taught using convectional instructional approach?
2.
What is the difference in the mean
achievement scores of male and female students taught Physics using scaffolding
teaching approach?
Hypotheses
The following null hypotheses were formulated
for the study; which which was tested at 0.05 level of significance
1.
There is no significant difference in the pretest and posttest mean
achievement scores of physics students taught quantum physics using scaffolding
teaching approach and those taught using convectional approach as a method of
teaching.
2.
There is no significant difference in the
mean achievement score of male and female students taught quantum physics using
scaffolding teaching approach.
3.
There is no significant interaction effect of
gender and teaching methods on students mean achievement scores in physics.
METHOD
A pretest – posttest quasi-experimental research design, specifically
non-equivalent control groups design was used for the study. A pretest – posttest
quasi-experiment is an experiment where randomization assignment of subjects to
experimental and control groups is not possible (Nworgu,
2015). The design was considered appropriate for the study because intact
classes were used to avoid disruption of normal class lesson. Eighty-Five (85)
SS 2 physics students (44 males & 41 females) drawn through multi-stage
sampling approach from two co-educational secondary schools in Enugu North
Local Government Area of Enugu State were used for the study. In stage one,
simple random sampling technique was used to select Enugu North Local
Government Area. In second stage, purposive sampling was used to select two
co-educational schools in the local government area based on the existence in
those schools of well-equipped physics laboratories and experienced physics
teachers with teaching qualification. Simple random sampling technique
(precisely balloting) was next used to assign experimental and control
treatments to the schools. The technique was used so as to provide classes
where boys and girls work together under the same classroom environment .Intact
classes were used in the sampled schools so as not to disrupt the normal school
activities. Four weeks were used for the experiment. Each week had two periods
(double periods each) of 40 minutes per period. The control group was taught
using conventional method which involves content-rich activities such as
demonstrations, lecture, experiments and quantitative problem-solving which
does not involve the students in scaffolding processes. For the experimental
class, the same set of activities for the control group was carried out for
both double periods; but in addition to discussing and writing down their
observations, students were engaged in such scaffolding activities as:
a) Concept Maps
Concept
maps are defined as the schematic drawings which are used for showing the
meaningful relations among the concepts in a proposition form. The concept map
is a practical technique of scaffolding teaching approach as it helps students
relate their previous knowledge with the new knowledge.
b) Word
Association Test
It is the
most common and the oldest methods in the investigation of cognitive structure
and has been used by several researchers. In this technique, mnemonic are used
to memorize concepts.
c) Diagnostic tree testing
It is a
simple tree design that shows the strength and weakness of the students. It
consists of seven statements to which a true/false response is required. The
route a student follows on the test gives an indication of where s/he has wrong
linkages, wrong strategies, or incorrect knowledge.
d) Clinical interview
This has
been used by researchers to determine the interest of the students. It is a
conversation of an expert with a student, focused by initial questions about
the situations represented in series of line diagrams to check the student’s
interpretation of natural phenomena or social occurrence. It enables the
students to interact closely with experts (the researcher).
The instrument used for data collection were
the Physics Achievement Test (PAT) adopted from WAEC past Questions between 2015-2020 comprised 25 multiple-choice items with
four options (prep-50). The instruments were face and content validated by
three experts and tested for reliability using Kuder
Richardson 20 (KR-20) which yielded a coefficient of 0.87. The instrument was
firstly administered as pre-test, scored and kept without any feedback to the
students. After the treatment, the same test with the same contents was
reshuffled and given as post-test. Both tests were scored by the researcher to
avoid bias. The results obtained were used for analysis. Research questions
were answered using mean and standard deviation (SD) while the hypothesis were
tested using ANCOVA.
RESULTS
Research
Question 1: What is the difference in the pretest
and posttest mean achievement scores of physics
students taught Quantum Physics using scaffolding approach and those taught
using Conventional instructional approach?
Answer to Research question 1 is presented in
Table 1
Table 3 shows that the probability associated
with the calculated value of F (1,80) = 83.734 for the effect of scaffolding teaching
approach on students’ achievement in quantum physics is .000. Since the probability value of .000 is less than the .05
level of significance (p < .05),
the null hypothesis was rejected. Thus, there is a significant difference
between the mean achievement scores of the students taught quantum physics in
secondary schools with scaffolding teaching approach and those taught with
conventional method in favor of those in experimental
group (scaffolding teaching approach).
Hypothesis
2: There
is no significant difference in the mean achievement score of male and female
students taught quantum physics using scaffolding teaching approach.
Table 3 shows that the probability associated
with the calculated value of F (1,80) =.002 for the influence of gender on students’ achievement
in quantum physics is .967. Since the probability value of .967 is greater than .05 level of significance (p
.05), the null
hypothesis was accepted. Thus, gender has no significant influence on the
academic achievement of students in quantum physics.
Hypothesis
3: There
is no significant interaction effect of gender and teaching methods on students
mean achievement scores in quantum physics.
Table 3 reveals that the calculated value of F (1, 80) = .272 for the interaction
effect of treatment and gender on students’ academic achievement in quantum
physics had a probability value of .603.
Hence, there is no significant interaction effect of treatment and gender on
students’ achievement in quantum physics since the probability value is greater
than the .05 level of significance (p .05).
DISCUSSIONS
The result of this
study as shown in Table 1 revealed that students taught Quantum Physics using
scaffolding teaching approach and those of the control group taught with
conventional teaching approach were similar in terms of their achievement
scores in the pretest. However, after the experiment, the experimental group performed
better in achievement score test than those taught using conventional teaching
approach. From Table 3, significant difference existed between the academic
achievement scores of the experimental and control groups in favor of the
experimental group. This result is consistent with the findings of Omoniyi (2017). In that study, Omoniyi
observed that scaffolding teaching approach had a significant positive effect
in promoting students’ conceptual understanding when compared with the effect
of lecture method of instruction.
In the present study,
scaffolding teaching approach was used to highlight the intelligibility and the
usefulness of the selected Physics concepts Quantum Physics and so promoted
achievement scores in students by getting them actively involved in
constructing their own knowledge through active involvement in metacognitive
processes. The result also agreed with the findings of Awodun
(2019), Ogunseemi (2013), Chukwuagu
(2016), Bansal (2017) and Nwali
(2014). More so, the scaffolding teaching processes used in the present study
gave the students in the experimental group opportunity to interact among
themselves and with the more knowledgeable others especially during clinical
interview, creating cognitive conflict in students which led to dissatisfaction
alternative conceptions. Resolving these dissatisfactions result in conceptual
understanding as well, which in turn promoted their academic achievement. This
type of interaction also helped the students to share their ideas with each
other and ponder those ideas in depth. Engagement in word association test and
diagnostic tree testing created enthusiasm in students which encouraged
conceptual understanding in them which is evident in students as they
restructure their initial concepts having found the new ones more meaningful.
On the other hand, conventional approach which was used on the students in the
control group comprised lecture, use of textbooks and only explanation of
important concepts where, according to Ceylan & Geban (2010), teachers’ major task was to transfer
knowledge to students. The conventional teaching approach does not engage
students in metacognitive processes like concept maps, mind mapping and so, did
not have enough quality to eliminate students’ alternative conceptions and
bring about conceptual understanding in students.
Table 2 showed that
gender has no influence on students’ achievement on Physics concepts (Quantum
Physics) using scaffolding teaching approach. This is because, no significant
difference existed between the achievement scores of male and female students
in the experimental group. The result agrees with Awodun
(2019), Piraksa, Srisawasdi
and Koul (2013), Orefor
(2016); and Nnorom (2015). On the other hand, the
study disagrees with Nworgu, Ugwuanyi
and Nworgu (2013) and Nwankwo
and Madu (2014) who noted a gender difference with a
teaching method.
From the Data
displayed in Table 3 there is no significant interaction between instructional
approach and gender on students’ academic achievement scores in Physics was
observed. This result agreed with the findings of Nwankwo
and Madu (2014), who
discovered no significant interaction between gender and instructional approach
on students’ conceptual change in physics, agreed with the present finding. On the other hand, Baser and Durmus
(2010) who noted a significant interaction between gender and instructional
treatment on students’ academic achievement in Quantum Physics. It is
obvious that there is no agreement in the research community concerning the
interaction effect of gender and instructional strategies have on students’
conceptual understanding of science especially physics concepts. The
differences in observation by different researchers could be attributed to the
influence of location and some other extraneous threats to the experiment.
There is therefore a great need to embark in more studies in order to shed
further light on this issue.
CONCLUSION/
RECOMMENDATIONS
Use of Scaffolding
teaching approach in science instruction is effective in increasing Physics
students’ academic achievement. This is because, the students performed
significantly better in posttest scores, when taught quantum physics using
scaffolding teaching approach than when taught same concepts using conventional
teaching approach. The study however, showed there is no significant gender
difference in students’ academic achievement scores.
Based on the findings
of the study, the following recommendations were made:
1) Teacher educators in Universities
and Colleges of Educations should be focused on preparing Physics teachers to
acquire appropriate skills and competence needed for scaffolding instructional
approach.
2) Federal Ministry of Education
should incorporate scaffolding teaching approach based on the information
collected here as a basis for taking decision on the best instructional
approaches to be adopted in Nigerian secondary school physics curriculum as
opposed to using lecture teaching approach. This is so, as activity-based
approaches are aimed at making science (especially Physics) learning
interesting and exciting which in turn improves academic achievement.
3) Teacher-training programme designers should include in its curriculum a
course on scaffolding teaching approach, while practicing teachers should be
re-trained in the approach through seminars, workshops, conferences, in-service
trainings, annual teacher vacation courses and refresher courses.
4) Curriculum should be reviewed by
curriculum planners to reflect the approach while textbook authors should be
encouraged to incorporate the approach in Physics textbooks.
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