Exploration of the Effect of Scaffolding Instructional Strategy on Pupils’ Academic Performance in Mathematics

Abstract

This study investigated the effect of scaffolding instructional strategy on pupils' academic performance in mathematics in Ilorin West Local Government Area of Kwara State, Nigeria. Pretest posttest control group quasi-experimental research design was adopted. A total of 117 pupils from two private primary schools were involved in the study. Three validated research instrument was used for gathering and these included Mathematics Performance Test (MPT), Guide for Scaffolding Instructional Strategy (GSIS), and Guide for Conventional Method (GCM). MPT was tested for reliability using the test-retest method and the reliability coefficient was 0.72. Two hypotheses were formulated and tested with an Analysis of Covariance (ANCOVA). The findings of the study revealed that treatment had a significant effect on pupils’ academic performance in mathematics. However, the interaction of treatment and gender did not have any significant effect on the academic performance of pupils in mathematics. Based on the findings, it was concluded that scaffolding instructional strategy improved the academic performance of pupils in mathematics regardless of their gender. Based on the conclusion, it was recommended that primary school teachers should be trained on the use of scaffolding instructional strategy in teaching mathematics.