EFFECTS OF SCAFFOLDING AND CONVENTIONAL INSTRUCTIONAL METHODS ON FEMALE STUDENTS’ ACADEMIC ACHIEVEMENT AND MATHEMATICS ANXIETY IN GEOMETRY IN AGAIE LOCAL GOVERNMENT, NIGER STATE.

Abstract

This study aimed to assess the effect of scaffolding and conventional instructional methods on female student’s academic achievement and mathematics anxiety in geometry. The study employed a quasi-experimental design of pre-test and post-test control design. The population of the study consisted of 443 SSII female students’ distribution over 8 public schools in Agaie Local Government Area of Niger State, Nigeria. 130 SSII students selected from two schools using multistage sampling formed the sample of the study. Data were collected through four instruments: Scaffolding lesson model for the experimental group, Conventional lesson model
for control group, Geometry Achievement Test (GAT) and Mathematics Anxiety Questionnaire (MAQ). The instruments were validated by three experts from IBBUL and FUT Minna. The reliability index of (GAT) and (MAQ) are 0.76 and 0.86 respectively. Research questions were answered through mean, standard deviation and mean difference, while t-test at 0.05 level of significance was used to analyse the null hypotheses. The findings revealed that female students exposed to scaffolding instruction method have higher mean score than those exposed to conventional instructional method. Based on the results, it is recommended among others, the
teaching of mathematics especially geometry incorporate scaffolding instruction. Similarly, this method should be incorporated in the methodology and micro- teaching courses of pre-service teachers.