Effect of Teachers Use Scaffolding Teaching Method on the Attainment of Time on Task in Lesson Delivery in Lower Basic Classes in North-West State

Abstract

This study investigates the effects of scaffolding teaching method on teacher’s instructional effectiveness and pupil’s academic performance in basic classes in north-west states, Nigeria. One objective, research question and corresponding null hypothesis guided the study. A quasi experimental research design was used. The study covered nine (9) Basic Educational Zones and five Local Government Areas in north-west States. The population of the study comprised 95,711 teachers, 6,099,667 pupils, in the 13,457 public primary schools across the three north-west states basic education zones. A multistage sampling technique was employed of which (28) primary schools were selected using stratified sampling technique and random sampling technique was used to select 14 schools each as experimental and control groups, making of total (2349) intact primary two pupils, where (1205) were assigned to experimental group and control group assigned to (1144) respectively. Also, 168 primaries two teachers were cluster and stratified sampled from the (448) primary two teachers of the 3 core subjects: English Language, Mathematics, Basic Science and Technology. An item instruments on 5-point rating scale labeled as TIEORS and P2-POPT were validated and used for data collection. The research question 1 was answered using descriptive statistics of mean and standard deviation, while independent t-test and ANOVA at 0.05 level of significance were used to test the hypotheses. The study recommended among others, that teachers at the basic classes should adopt the scaffolding method in teaching and learning as one of their techniques in order to bring about re-branding effective support system and to improve the pupil’s performances academically and intellectually for the betterment of their future endeavors.