THE EFFECT OF SCAFFOLDING INSTRUCTIONAL STRATERGY ON CHEMISTRY STUDENTS ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

Background of the Study

Teaching has been described as one of the human endeavors which require more wisdom, humility, labour and dedication. Odeh and Akoh (2024), explained that an experienced teacher in a particular field could understand better form success or failure, from the past, and this experience can be brought to bear upon content selection. Teaching according to Iornem (2018) is an occupation (the job we do) also regards as an enterprise (a cluster of activities) which a teacher may engage in the process of practicing his occupation. Researchers have shown that teachers do not always employ effective instructional approaches in teaching the subject (Nwagbo, 2018). This has led to situations where students cannot apply the knowledge they acquire in real life situations. Agama (2019) posited that in most secondary schools, teaching methods are mainly based on inappropriate instructional approach, which requires teachers to give explanation or demonstration while students usually focus on textbook reading, note taking and memorization of facts. 

Obiekwe (2018) reported that all is not well with science instruction in Nigerian secondary schools, and noted that science teaching lays extreme emphasis on content and the use of “chalk and talk” method neglecting the activity-oriented method which enhances teaching and learning. This negligence and ‘shy away’ attitude from activity method of teaching has led to abstraction which makes the students less active and more prone to rote memorization (Obiekwe, 2018). The ineffective teaching strategies used inteaching have been the most important factor in underachievement (Okoye and Okeke, 2007). This situation has created the need for more effective teaching strategies. It then becomes necessary to explore the efficacy of other alternative strategies of redressing this situation.

Chemistry is the study of matter, including its characteristics, interactions with energy, and how and why chemicals mix or separate to form other substances. In addition, Chemistry has produced several useful medicines for human health, including antibiotics, analgesics, penicillin, tetracycline, vitamins, enzymes, minerals, and anaesthesia (formalin, chloroform, etc.)(Akani,  2018). According to Omoniyi & Torru (2018), scaffolding is one of the many teaching strategies that may be used to teach chemistry. With this educational approach, students can experience student-centered learning, which has been shown to encourage more efficient learning than teacher-centered learning (Sawyer, 2018). However, this support is uniquely tailored to each student. Compared to many other popular teaching methodologies, this learning process encourages learning at a deeper level. Instructional scaffolding offers enough assistance to encourage learning when students are first being introduced to new ideas and abilities. These resources, engaging tasks, templates, directions, and/or advice on the growth of social and cognitive abilities are a few examples of these assistance. One way to use instructional scaffolding is to model a task, offer guidance, and/or coach (Reiser,  2020). 

Furthermore, Omoniyi & Torru (2018) asserts that educational scaffolding is a technique of instruction that lets students accomplish tasks, solve problems, and reach goals by gradually removing outside support. Additionally, scaffolding refers to a range of teaching strategies used to gradually advance a student's comprehension and, eventually, their level of independence during the learning process (Omoniyi & Torru, 2018). On the other hand, the instructional scaffolding technique, according to Awodun (2019), places a strong emphasis on the role that educators and other carers play in assisting learners in developing and offering support systems so they can advance to the next stage or level.  According to Robinso & Danie, cited in Awodun (2019), instructional scaffolding refers to the techniques teachers employ to assist students in bridging a cognitive gap or moving through a learning process to a level they were previously unable to reach. These tactics change when teachers assess students' starting proficiency and then as the assignment progresses and they receive ongoing feedback. Scaffolding was mostly done in oral, face-to-face learning situations in the early studies. Nevertheless, all parties involved in Nigerian education should be concerned about the overall goal of enhancing teacher effectiveness and students' academic achievement in the sciences, especially chemistry. Therefore, a survey will be conducted in order to examine the effect of scaffolding instructional strategy on chemistry students’ academic performance in senior secondary school.

Statement of the Problem

It is no doubt that many factors  have  been  associated with  the  students’  poor  achievement  in chemistry. These include lack of qualified teachers, lack of instructional materials, abstract nature of most of the chemistry concepts (Ghassan, 2019), negative attitude    of the students towards chemistry, peer influence, and teachers’ method  of instruction (Frances,  2022). However, inadequate use of scaffolding techniques in chemistry instruction is a major issue in modern educational practice. Many educators continue to rely on conventional, less participatory teaching techniques because they lack the tools and training needed to apply scaffolding successfully (Wood, Bruner, & Ross, 2019).  

Apparently, the variable efficacy of scaffolding according to the unique demands and learning styles of each student is another aspect of the issue. According to (Hogan & Pressley, 2019), scaffolding offers systematic support, which can be very helpful for some students but too overpowering or constrictive for others. This variety makes it necessary to have a more sophisticated understanding of how scaffolding might be customised to fit the various needs of students taking chemistry classes in senior secondary schools. Moreover, a change in the teacher-student dynamic that promotes a more engaged and collaborative learning environment is necessary for the effective implementation of scaffolding. Additionally, Awodun (2019), found that students taught using a scaffolding strategy in College of Education had a significantly higher mean performance score on peace education than students taught using a standard teaching approach.

Despite scaffolding has also been shown in the literature to considerably improve students' critical thinking and problem-solving abilities, two things that are crucial for learning chemistry (Chi, 2019). Nevertheless, there is a lack of research on how much of these advantages actually translate into higher academic achievement in actual classroom environments. Investigating the institutional and cultural hurdles that can prevent the use of scaffolding techniques in chemistry education is therefore essential. Hence, it is in the light of these that the study seeks to examine the effect of scaffolding instructional strategy on chemistry students academic performance in senior secondary school.

 1.3  Objectives of the Study

The main purpose of this study is to examine the effect of scaffolding instructional strategy on chemistry students academic performance in senior secondary school. Specifically, the study will;

1.Examine the scaffolding instructional strategies teachers use in teaching Chemistry in senior secondary schools.

2.Find out the effect of scaffolding instructional strategies on Chemistry students academic performance.

3.Investigate the challenges of implementing scaffolding instructional strategies in senior secondary school chemistry classes.

1.4  Research Questions

The following questions have been prepared for the study:

What scaffolding instructional strategies do teachers use in teaching Chemistry in senior secondary schools?

What is the effect of scaffolding instructional strategies on Chemistry students' academic performance?

What are the challenges of implementing scaffolding instructional strategies in senior secondary school Chemistry classes?

1.5 Research Hypotheses

H0: Scaffolding instructional strategy has no significant effect on the academic performance of chemistry students in senior secondary schools.

Ha: Scaffolding instructional strategy has a significant effect on the academic performance of chemistry students in senior secondary schools.

1.6 Significance of the Study

The results will be used by school administrators to assess and enhance their institutions' overall teaching strategies. The study will also help determine how best to allocate resources and build curricula, ensuring that teaching strategies are grounded in research and customised to the requirements of individual students. Moreover, this knowledge will encourage students to look for extra help or resources when needed, as well as assist parents in making educated decisions regarding their children's education. Likewise, the study will provide information about the effectiveness of scaffolding in comparison to other instructional tactics. 

Nevertheless, subsequent researchers will use it as a literature review. This means that other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regard to the effect of scaffolding instructional strategy on chemistry students academic performance in senior secondary school.

1.7 Scope of the study   

The scope of this study is boarded on examine the effect of scaffolding instructional strategy on chemistry students academic performance in senior secondary school. Empirically, this study will examine the scaffolding instructional strategies teachers use in teaching Chemistry, find out the effect of scaffolding instructional strategies on Chemistry students academic performance and investigate the challenges of implementing scaffolding instructional strategies in senior secondary school chemistry classes.

Geographically, the study will be delimited to some selected secondary schools in Kaduna state.

1.8 Limitation of the study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed. More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.

 1.9 Definition of Terms

Scaffolding: An instructional technique where teachers provide successive levels of temporary support to help students achieve higher levels of comprehension and skill acquisition

Academic performance: The measurable outcomes of a student's learning activities, often evaluated through grades, test scores, class participation, and completion of assignments.

Teaching strategy: A planned method or approach employed by teachers to facilitate learning and improve student outcomes.

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