ASSESSMENTS OF SCAFFOLDING AS AN INSTRUCTIONAL STRATEGY IN TEACHING AND LEARNING OF BIOLOGY FOR EDUCATIONAL DEVELOPMENT IN NIGERIA

Abstract

The student academic achievement in both internal and external examination in sciences with reference to 
Biology is worrisome. The future of Nigeria to move from developing Nations to developed Nations based 
largely on her scientific breakthrough. The teaching pedagogy used to teach the students must be relevant 
to the students to achieve optimal goal. The research was conducted on teaching strategies and the use of 
better instructional teaching strategy to teach the students at secondary school level. The research was 
carried out using quasi-experimental research design .The intact class of 132 students were used for the 
research and categorized into two groups; experimental or treatment group and control group. The 
experimental group was 19 students and control group were 113 of intact classes. Three null hypotheses 
were formulated and tested at 0.05 alpha level of significance. All the t-cal > t-crit, therefore, the hypotheses 
were rejected which means there are significant impact of scaffolding on the students achievement when 
used in teaching and learning of Biology concept. Recommendations were made for teachings, policy 
makers and stakeholders in education industries, students‟ academic achievement and retention of 
scientific ideology in Biology