Students’ Achievement in Basic Electronics: Effects of Scaffolding and Collaborative Instructional Approaches
Bernard Atsumbe 1, Samuel Owodunni 1, Emmanuel Raymond 1, Maxwell Uduafemhe 2 *
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1 Department of Industrial and Technology Education, Federal University of Technology, Minna, NIGERIA
2 Department of Psychometrics, National Examinations Council, Minna, NIGERIA
* Corresponding Author

Abstract

This study determined effects of scaffolding and collaborative instructional approaches on students’ achievement in Basic Electronics. A quasi-experimental research design was adopted for the study. The performance of 105 Senior Secondary two (SS 2) students in Basic Electronics was obtained after being taught with scaffolding and collaborative instructional approaches using the Basic Electronics Cognitive Achievement Test (BECAT). Data collected were analyzed using mean and ANCOVA. Results revealed that a collaborative instructional approach is more effective in improving student achievement in Basic Electronics than a scaffolding instructional approach. Also, gender had no significant influence on students’ achievement in Basic Electronics when taught using scaffolding and collaborative instructional approaches. It was concluded that the collaborative instructional approach is a viable teaching method for improving students’ achievement in Basic Electronics. It was recommended that teachers adopt the collaborative instructional approach for teaching Basic Electronics.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/91898

EURASIA J Math Sci and Tech Ed, 2018 - Volume 14 Issue 8, Article No: em1563

Publication date: 31 May 2018

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Article Downloads: 157

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