Onah
By Onah, KT (2022).
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Greener Journal of Educational Research Vol. 12(1), pp. 13-21, 2022 ISSN: 2276-7789 Copyright ©2022, the copyright of this article is retained by the author(s) |
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Effect of Scaffolding Teaching Approach on Students’ Academic Achievement in Quantum Physics in Enugu Education Zone.
Onah, Kingsley T.
Department of Science Education, Enugu State University of Science and Technology.
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ARTICLE INFO |
ABSTRACT |
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Article No.: 031322035 Type: Research |
This study investigated the effect of scaffolding teaching approach on students’ academic achievement in secondary school Physics in Enugu Education Zone. Two research questions and three null hypotheses tested at 0.05 significance guided the study. A Pretest-Posttest Quasi-Experimental design was adopted. The population for the study was all the SS2 Physics students in the Zone. Multi-stage random sampling was used to select two public schools comprising 85 students. The experimental group was taught using scaffolding teaching approach while the control group was taught using conventional method. The instrument for data collection were 25 PAT adopted from WAEC-past questions which were validated by three experts and tested for reliability using Kuder-Richardson’s formula-20 which yielded coefficients 0.87. The data collected were analyzed using mean, standard deviation and ANCOVA. The findings amongst others showed that students in scaffolding teaching approach group achieved better than their counterpart. Based on the findings of the study, it was recommended that physics teachers should incorporate scaffolding teaching approach in teaching. |
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Accepted: 15/03/2022 Published: 05/04/2022 |
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*Corresponding Author Onah, Kingsley T. E-mail: kingsley.onah@ esut.edu.ng Phone: 08065035976 |
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Keywords: Scaffolding Teaching Approach, Academic Achievement, Quantum Physics. |
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Cite this Article: Onah, KT (2022). Effect of Scaffolding Teaching Approach on Students’ Academic Achievement in Quantum Physics in Enugu Education Zone. Greener Journal of Educational Research, 12(1): 13-21. |
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