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