ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
EFFECTS OF
TWO INSTRUCTIONAL SCAFFOLDING STRATEGIES ON SECONDARY SCHOOL STUDENTS
ACHIEVEMENT
ABSTRACT
This study investigated the effect of two
Instructional Scaffolding Strategies on Secondary School Students’ Achievement
and Interest in Biology in Udi Education Zone, Enugu State. The study adopted a
factorial research design which helped the researcher to determine the main
effects of two treatments in one single experiment. Six research questions and
six null hypotheses guided the study. A sample of 140 students from four intact
classes purposively selected from government co-educational secondary schools
in Udi Education Zone, were used for the study. The main instruments for the
study consisted of Biology Achievement Test (BAT) and Biology Interest
Inventory (BII) which were developed, validated and used for data collection.
The instruments (BAT and BII) were trial-tested on 30 SS 2 students of Nsukka
education Zone. The data collected from BAT and BII were tested for reliability
using Kuder-Richardson (K-R 20) and Cronbach Alpha statistics. Reliability
indices of 0.89 and 0.86 respectively were obtained which guaranteed the use of
the instruments for the study. Mean and standard deviation were used to answer
the research questions while Analysis of Covariance (ANCOVA) was used to test
the null hypotheses at 0.05 level of significance. The results showed among
others that Cueing Questions strategy has more effect on students’ mean
achievement scores in Biology than the Concept Mapping strategy; Cueing
Questions strategy has more effect on students’ mean interest scores in Biology
than the Concept Mapping strategy; The posttest and adjusted mean achievement
scores were greater than the pretest mean achievement scores with the male
students having higher mean score than their female counterparts; There was a
significant effect of Cueing Questions and Concept Mapping as instructional
scaffolding on students’ achievement in Biology with those taught using Cueing
Questions strategy having a higher mean achievement score. There was a
significant effect of Cueing Questions and Concept Mapping as instructional
scaffolding on students’ interest in Biology with those taught using Cueing
Questions strategy having a higher adjusted mean interest score. There was no
significant interaction effect of gender and strategies on students’ mean
achievement score in biology. There was a significant interaction effect of
gender and strategies on students’ mean interest score in biology. Based on the
implications of the study, it was recommended among others that curriculum
development bodies such as the National Research and Development Council
(NERDC) and other curriculum bodies should focus towards preparing Biology
teachers to acquire appropriate skills in instructional strategies such as
Cueing Questions and Concept Mappings. Based on the findings of the study,
conclusions were drawn, the limitations of the study and suggestions for
further studieswere equally made.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you
will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank
Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment