Instructional Scaffolding and Blended Learning Strategies on Science Students’ Retention on Plastic Waste Management in Uyo, Akwa Ibom State

Abstract

The study is an empirical examination of instructional scaffolding and blended learning strategies on science students’ retention on plastic waste management in Uyo Local Government Area of Akwa Ibom State. Three research questions and three null hypotheses guided the study. The design of the study was quasi-experimental. The sample size of one hundred and fifty-three (153: 80 males and 73 females) science students from a population of 1,489 Senior Secondary School students offering science in all the 15 public secondary schools in Uyo Local Government Area were used. The sample was selected using purposive sampling technique. Three secondary schools were randomly selected as intact groups for the study. Retention Test of 50 multiple choice items on Plastic Waste Management was used for data collection. The reliability of Retention Test on Plastic Waste Management was determined using Kuder-Richardson 21 (KR-21) with a reliability index of .82. Mean and Standard Deviation was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at .05 level of significance. Results indicated significant differences in the mean retention scores of science students when taught plastic waste management using instructional scaffolding, blended learning and expository strategies. There are no significant differences in the mean retention scores of male and female science students taught plastic waste management using treatment strategies. It was also found that there are no significant interaction effects of teaching strategies and gender on science students’ retention on plastic waste management. It is concluded that the three strategies investigated, instructional scaffolding, blended learning and expository strategies were effective in facilitating students’ retention in the concept of plastic waste management in science.  Based on the findings, it is recommended that science teachers should make effective use of instructional scaffolding, blended learning and expository strategies in teaching the concept of plastics waste management in science.