10Feb 2020

EFFECTS OF SCAFFOLDING INSTRUCTIONAL STRATEGY, COGNITIVE LEARNING STYLES AND INTELLIGENCE ON STUDENTS ACHIEVEMENT IN GENETICS IN NORTH SENATORIAL DISTRICT, BENUE STATE, NIGERIA

  • Department of Science, Technology and Mathematics Education.
  • Faculty of Education, Nasarawa State University, Keffi, Nasarawa State, Nigeria.
Crossref Cited-by Linking logo

  • Abstract
  • Keywords
  • References
  • Cite This Article as
  • Corresponding Author

This study compared the Effects of Scaffolding Instructional Strategy, Cognitive Learning Styles and Intelligence on Students Achievement in Genetics in North Senatorial District, Benue State, Nigeria. A 2?2?2 (Method?Cognitive learning style?Intelligence) pre-test post-test group quasi experimental design was adopted for this study. The population of the study comprised 1,957 SSIII in public co-educational schools in North Senatorial District, Benue State, Nigeria. The sample of the study comprised 83 SSIII students randomly sampled from two intact classes randomly selected from public co-educational schools in North Senatorial District, Benue State, Nigeria. Three instruments were employed for data collection, namely; Standard Progressive Matrices (SPM), Cognitive Style Checklist (CSC) and Genetics Achievement Test (GAT). The reliability coefficient of SPM and CSC were determined through test-retest and the reliability coefficient of 0.79 and 0.76 were obtained. The reliability of GAT was determined using Kuder-Richardson formula 20 (KR20) and the reliability coefficient of 0.80 was obtained. Descriptive statistical techniques of mean and standard deviation, Kolmogorov?Smirnov test (K-Stest) was used to ascertain the normality of the distribution of achievement scores. An Analysis of Variance (2?2?2) was employed on the scores of the students to test the hypothesis at 0.05 level of significance. The findings of this study revealed that the achievement of the scaffolding instructional strategy group was found to be significantly higher than the group taught through traditional method of teaching. Also the findings revealed that the difference of achievement was significant at two levels of cognitive styles. It was also revealed that the achievement gain scores of high intelligence group were significantly higher in comparison to low intelligence group. Based on the findings of this study it was recommended that scaffolding instructional strategy should be used by Biology teachers in the teaching Genetics.

  1. Adamu, J. (2017). Effects of analogy and scaffolding instructional strategies on senior secondary school physics students academic achievement in Adamawa State, Nigeria. Unpublished M. Tech research thesis. Modibbo Adama University of Technology Yola, Adamawa State.
  2. Afolabi, F., & Akinbobola, A. O. (2009). Constructivist problem based learning technique and the
  3. academic achievement of physics students with low ability level in Nigerian secondary schools. Eurasian Journal of Physics and Chemistry Education, 1(1), 45‒51.
  4. Agboghoroma, T. E. (2015). Interaction effects of cognitive style and instructional mode on students knowledge of Integrated Science. European Journal of Research and Refection in Educational Sciences, 3(1), 47-54.
  5. Agu, P. A., & Samuel, I. R. (2019). Influence of cognitive learning styles on achievement of science and technical college students in Nasarawa State, Nigeria. East African Journal of Engineering and Computer Sciences, 2(9), 232-238. DOI:10.36349/EASJECS.2019.v02i09.001
  6. Akani, O. (2015). Impact of instructional scaffolding on students achievement in Chemistry
  7. in Secondary School in Ebonyi State, Nigeria. International Journal of Education, Learning and Development, 3(7), 74-83.
  8. Atsumbe, B., Owodunni, S., Raymond, E., & Uduafemhe, M. (2018). Students achievement in basic electronics: Effects of scaffolding and collaborative instructional approac EURASIA Journal of Mathematics, Science and Technology Education, 14(8), 2-17
  9. Bassey, S. W., Umoren, G., & Udida, L. A. (2013). Cognitive styles, secondary school students attitude and performance in Chemistry in Akwa Ibom State-Nigeria. hbcse. tifr.res.in/bassey.
  10. Bayers, A. (2015). Biology life on earth. Retrieved from http://www (2018, May 9th).
  11. Casem, R. Q. (2013). Scaffolding Instructional Strategy in teaching Mathematics: Its
  12. effects on students performance and altitude. Comprehensive Journal of Education Research, 1(1), 9-19
  13. Calcateria, A., Antonetti, A., & Underwood, J. (2005). Cognitive style, hypermedia navigation and learning. Journal of Computer and Education, 44, 441-457.
  14. Chen, S. Y., & McCredie, R. D. (2004). Cognitive modelling of students learning in web-based instructional programmes. International Journal of Human-Computer Interaction, 17 (3), 375-402.
  15. Cholewinski, M. (2009). An introduction to constructivism and authentic activity. Journal of the
  16. school of contemporary international studies Nagoya University of Foreign Studies, 5, 283‒316.
  17. De-Ture, M. (2004). Cognitive style and self-efficacy. The American Journal of Distance education, 18 (1), 21-38.
  18. Dooly, M. (2008). Constructing knowledge together. Telecollaborative language learning. A
  19. guidebook to moderating intercultural collaboration online, 3(1), 21‒45.
  20. Elander, K., & Cronje, J. C. (2016). Paradigms revisited: a quantitative investigation into a model
  21. to integrate objectivism and constructivism in instructional design. Educational Technology Research and Development, 64(3), 389‒405.
  22. Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: comparing
  23. critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43‒71.
  24. Ezeugwu, J. O., Nji, G. C., Anyaegbunam, N. J., Enyi, C., & Eneja, R. U. (2016). Influence of cognitive ability,
  25. gender and school location on students achievement in senior secondary school Financial Accounting. European Journal of Economics, Finance and Administrative Sciences, 89, 1-21.
  26. Federal Republic of Nigeria, (2014). National policy on education. Lagos. NERDC Press.
  27. Guisande, M. A., Paramo, M. F., Tinajero, k., & Almedia, S. A. (2007). Field dependence-
  28. independence (FDI) cognitive style. An analysis of Attention Functioning Psicothema, 19(4), 572-577.
  29. Hall, J. K. (2000) Field dependence-independence and computer-based instruction in Geography.
  30. Doctoral Dissertation, Virginia: Polytechnic Institute and State University.
  31. Ibritam, K. S, Udofia, N. & Onweh, V. Z. (2015). Assessing the potency of scaffolding
  32. and Demonstration instructional methods on students achievement in Technical Colleges in Akwa Ibom State. Advances in Research, 3(1), 92-
  33. Idika, M. I. (2017). Influence of cognitive styles and gender on secondary school students
  34. achievement in and attitude to Chemistry. Advances in Social Sciences Research Journal. 4(1), 129-139.
  35. Jabor, M. K., Machtmes, K., Kungu, K., Buntat, Y., & Nordin, M. S. (2011). The influence of age
  36. and gender on the students achievement in mathematics. International Conference on Social Science and Humanity IPEDR, 5(2011), (pp. 304‒308). Singapore.
  37. Jackson, S. R. (2006). Using constructivist methods to teach social studies to special education
  38. Terminal Masters Project Wayne State University, Detroit, Michigan.
  39. Jia, Q. (2010). A brief study on the implication of constructivism teaching theory on classroom
  40. teaching reform in basic education. International Education Studies, 3(2), 197‒199.
  41. Joda, F. M. (2019), Effects of Instructional Scaffolding Strategy on Senior Secondary Biology
  42. Students Academic Achievement and Retention in Taraba State, In: Education Quarterly Reviews, Vol.2, No.2, 269-275.
  43. Latta, R.G. (2010). Natural Selection, Variation, Adaptation and Evolution. International Journal of Plant Science (IJPS) 171 (9), 930?933 Retrieved from http://www.journal.uchicago.edu/t-and-c (June, 16 2018).
  44. Mader, S. S. & Windelspecht, M. (2016). Human biology. Retrieved from http://www (2018, May 9th).
  45. Mader, S. S. (2011). Essential of biology. Retrieved from http://www (2018, May 9th).
  46. Musa, D. C., & Samuel, I. R. (2019). Influence of cognitive and gender on upper basic III
  47. Mathematics students achievement in Keffi, Nasarawa State, Nigeria. International Journal of Scientific and Research Publications (IJSRP), 9(8), 566-576. DOI:10.29322/IJSRP.9.08.2019.p9282.http://dx.doi.org/10.29322/IJSRP.9.08.2019.p9282
  48. National Examinations Council (NECO). (2018). Chief examiners report for SSCE June/July 2018. Ilorin: NECO publication.
  49. Nonye, A. & Nwosu, B. O. (2011). Effects of Instructional Scaffolding on the achievement
  50. of male and female students in Financial Accounting in Secondary Schools in Abakaliki Urban of Ebonyi State, Nigeria. Current Research Journal of Social Sciences, 3(2), 66-70.
  51. Nworgu, L. N. (2012). Metacognitive instructional approaches: implication for the implementation of the senior secondary school biology curriculum. Journal of Educational Studies (JES) 3(1), 114 ? 125.
  52. Okoye, P. O. (2016). Influence of gender and cognitive styles on students achievement in Biology.
  53. International Journal of Science and Technology, 5(1), 59-65.
  54. Okwo, F. A., & Otuba, S. (2007). Infuence of gender and cognitive style on students achievement in Physics essay test. Journal of Science Techers Association of Nigeria, 41(2), 94-97.
  55. Olatubosun, E. O. (2015). Effects of scaffolding strategy on learners academic
  56. achievement in integrated science at the Junior Secondary School leve European Scientific Journal, 9(19), 149-155.
  57. Owodunni, A. S., Sanni, T. A., Nwokolo-Ojo, J., & Igwe, C. O. (2016). Influence of cognitive styles on Technical Drawing students achievement in senior secondary schools in federal Capital territory, Abuja. International Journal of Design and Technology Education, 6, 104-115
  58. Pandhu, N. (2018). Effect of instruction with scaffolding on school students achievement in
  59. science in relation to cognitive styles and intelligence. Journal of Advanced Research in Psychology & Psychotherapy, 1(1&2), 53-59
  60. Uduafemhe, M.E. (2015). Comparative effects of scaffolding and collaborative
  61. instructional approaches on secondary school students psychomotor achievement in Basic Electronics in North-central Nigeri International Organization of Scientific Research. 5(6), 23-31.
  62. Samuel, I. R., & Musa, D. C. (2019). Influence of cognitive and gender on upper basic III Science
  63. students achievement in Keffi, Nasarawa State, Nigeria. The International Journal of Humanities & Social Studies, 7(8), 20-26. DOI No.: 10.24940/theijhss/2019/v7/i8/HS1908-006
  64. Simon, J. E. (2015). Biology the core, 2nd Retrieved from http://www (2018, May 9th).
  65. Stephen, T. S. (2014). The relative effect of cooperative and individualised computer assisted instructional strategies on secondary school students achievement and retention in genetics. An unpublished Doctor of Philosophy Thesis of Nasarawa State University, Keffi.
  66. Tian, C., Mclean, C.Y., Durand, E.Y., Erikson, N., Tung, J.Y., & Hinds, D.A. (2014). Genes involved in Brain
  67. Development influence crying Habits ? a genome wide association study. Retrieved from http://www.23andme, Inc. (June, 16 2018).
  68. Tinajero, C., & Paramo, M. F. (2010). Field dependence-independence cognitive style and academic achievement; A review of research and theory. European Journal of Psychology of Education, 13, 227-251.
  69. WAEC chief examiners report (2011, 2013, 2014, 2015, 2016 & 2017). West African Examination Council, Lagos, Nigeria.
  70. Wyss, R. (2002). Field independent and dependent learning styles and L2 acquisition. The weekly column.

[Samuel Iwanger Ruth and Oka Usman Apawu (2020); EFFECTS OF SCAFFOLDING INSTRUCTIONAL STRATEGY, COGNITIVE LEARNING STYLES AND INTELLIGENCE ON STUDENTS ACHIEVEMENT IN GENETICS IN NORTH SENATORIAL DISTRICT, BENUE STATE, NIGERIA Int. J. of Adv. Res. 8 (Feb). 1000-1008] (ISSN 2320-5407). www.journalijar.com

Ruth Samuel
Department of Science, Technology and Mathematics Education, Faculty of Education, Nasarawa State University, Keffi, Nigeria.

DOI:

Article DOI: 10.21474/IJAR01/10536      
DOI URL: https://dx.doi.org/10.21474/IJAR01/10536

Download Full Paper

Download PDF No. of Downloads: 74 | No. of Views: 175