The Effect of Cueing Questions as Instrumental Scaffolding on Student Achievement in Biology in Ogidi Education Zone of Anambra State

Abstract

This study sought out to investigate the effects of cueing question as instructional scaffolding on the achievement of students’ of different cognitive categories in biology in Secondary Schools in Ogidi Education Zone of Anambra State, Nigeria. A pretest, posttest control group and quasi experimental design was used in the study. Two (2) secondary schools were used for the study using simple random sampling technique. Seventy seven (77) students constituted the sample for the study. Three research questions and three hypotheses guided the study. The treatment group was taught 3 biology concepts using cueing question as instructional scaffolding while the control group was taught without the cueing question. The study lasted for 6 weeks. The instrument for data collection was a 24 items BAT constructed by the researcher. Data was analyzed using mean and standard deviation while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The summary of result revealed that in all categories ofstudents’ cueing question used as scaffold led to improved achievement in Biology. Recommendations were made base on the finding and suggestions were made for further studies.