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Effects of scaffolding instructional strategy on lower basic two pupils’ attitude and achievement in mathematics .
|EFFECTS OF SCAFFOLDING INSTRUCTIONAL STRATEGY ON LOWER BASIC TWO PUPILS’ ATTITUDE AND ACHIEVEMENT IN MATHEMATICS .
|This study investigated the effect of scaffolding instructional strategy on basic two low achieving
pupils achievement and attitude towards Mathematics. The study was motivated by both
observed and reported inability of pupils in private schools in Uyo Education Authority to
perform nurneracy skills of addition and subtraction with and without regrouping. This has been
traced to the poor teaching of Mathematics at the foundational level. Six research questions and
ten hypotheses were answered and tested. The study adopted quasi-experimental, non equivalent,
pre-test post-test design. Involved in the study which spanned five weeks were 43 basic two low
achievers in Mathematics(20 males and 23 females) in four primary schools in Uyo Education
Authority. Three instruments: the Classificatory Mathematics Aptitude Test(CMAAT),
Mathematics Achievement Test (I & II) and Adapted Fenema-Sherma Attitude Scale(AFSAS) were validated by experts and used for the purpose of data collection. Mean, Standard Deviation and Analysis of Covariance (ANCOVA) were used for analysis. Major findings of the study indicated that scaffolding instructional strategy could be employed as a method of teaching Mathematics to low achievers. The pupils exposed to scaffolding instructional strategy performed significantly better than those taught with the conventional method of instruction.
Gender had a significant effect on the mean achievement scores of low achieving pupils in the treatment groups. The use of scaffolding instructional strategy promoted positive attitude towards Mathematics. A major conclusion is that scaffolding instructional strategy is needed as an integral part of a balanced numeracy development in primary schools.