Scaffolding Instructional Strategy: A Tool for Enhancing Senior Secondary Students’ Attitude towards Reading Comprehension in English Language in Ogun State

Abstract

This study investigated the effects of scaffolding instructional strategy on students’ attitude to reading comprehension. The study adopted the pretest-posttest, control group, quasi-experimental design. Intact classes of SS II comprising 120 students from secondary schools in Odogbolu Local Government Area of Ogun State were purposively selected for the study. They were randomly assigned to: Scaffolding Instructional Strategy and Modified Conventional Method. The treatment lasted 12 weeks. Two instruments used were: English Language Reading Comprehension Achievement Test (r =0.84); Students’ Attitude to Reading Comprehension Questionnaire (r =0.87). Instructional guides for each of the experimental and control groups were also employed. One null hypothesis was tested at 0.05 level of significance. Data collected were analysed using Analysis of Covariance, Scheffe post-hoc test and a line graph to show significant difference. Scaffolding instructional strategy enhanced students’ attitude to English Language reading comprehension. It is, therefore, recommended that teachers in secondary schools should adopt the strategy for teaching English language reading comprehension.