Relative Effectiveness of Tiered Scaffolding Instructional Strategies on Student Academic Achievement in Chemistry in Uruan Local Government Area-Akwa Ibom State

Abstract

The study aimed at investigating the relative effectiveness of tiered and scaffolding instructional strategies on students’ academic achievements in Chemistry in Uruan Local Government Area. three hypotheses were formulated for test at 0.05 level of significance. The design was quasi-experimental with pre-test and post-test. The population consisted of 4,459 Senior Secondary 1 (SS1) chemistry students. The sample was 200 SS1chemistry students in 2 coeducational public secondary schools selected by purposive sampling technique. Instruments used for the study, were the Learning Style Questionnaire (LSQ) and Achievement Test on Chemical Combination (ATOCC). Reliability indexes of LSQ and ATOCC were 0.82 and 0.78 respectively. Mean and Standard deviation were used to answer the research questions, while analysis of covariance was used to test the hypotheses. The findings of the study showed that tiered and scaffolding instructional strategies facilitated students’ academic achievement in chemistry. Gender had no significant effect on students’ academic achievement in both teaching strategies, and there was no significant difference in the teaching strategies, learning styles and gender on students’ academic achievement in Chemistry. Based on the findings of the study, it was concluded that tiered and scaffolding instructional strategies were effective in facilitating students’ academic achievement in Chemistry and recommended that chemistry teachers use it in teaching process