1.1 Introduction
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Education is widely regarded as the key to national development, as it equips individuals with the knowledge, skills, and competencies needed to contribute meaningfully to society (Okoli, 2019). Scaffolding instructional strategy, derived from the constructivist theory of learning, is defined as a temporary support given to learners by teachers or more knowledgeable peers to enable them to accomplish tasks or concepts they would not be able to complete independently (Wood et al., 1976).
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The teaching of biology in many Nigerian secondary schools is often dominated by lecture methods, which are largely teacher-centered and focused on rote memorization rather than meaningful understanding (Eze, 2021). Such approaches fail to actively engage learners in constructing their own knowledge, resulting in poor mastery of biological concepts. On the other hand, scaffolding instructional strategy provides a learner-centered alternative, where teachers use step-by-step guidance, questioning techniques, demonstrations, and problem-solving activities to support students in achieving mastery (Akinbobola & Afolabi, 2019).
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As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
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1.2 Background of the Study
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Biology as a branch of science provides students with the knowledge and understanding of living organisms, their functions, and their interactions with the environment. It is a foundational subject in secondary schools, serving as a prerequisite for careers in medicine, pharmacy, agriculture, nursing, and biotechnology. According to Okoli (2019), biology is central to national development because it equips learners with the scientific knowledge necessary to solve environmental, agricultural, and health-related problems. Despite its importance, students’ achievement in biology has continued to fall below expectations in both internal and external examinations in Nigeria.
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The West African Examinations Council (WAEC, 2022) reported that many students perform poorly in biology due to their inability to grasp abstract concepts and apply them in problem-solving situations. Eze (2021) asserted that this persistent underperformance is linked to the conventional teaching methods used by teachers, which focus largely on memorization and teacher-dominated lectures rather than meaningful engagement of learners. in the same vein, Adesoji (2018) stated that the challenges in teaching biology are compounded by overcrowded classrooms, lack of adequate instructional materials, and insufficient use of learner-centered teaching approaches (Adesoji, 2018).
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In response to these challenges, scholars have proposed learner-centered strategies such as scaffolding. Wood, Bruner, and Ross (1976) affirmed that scaffolding involves providing temporary and structured support to learners until they can independently accomplish tasks. Similarly, Vygotsky (1978) contended that learning is most effective when learners are supported within their Zone of Proximal Development (ZPD), where they can achieve more with guidance than they would on their own. Ibe (2020) reported that scaffolding strategy not only improves students’ understanding of difficult topics but also enhances their confidence, motivation, and overall academic achievement (Ibe, 2020).
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According to Puntambekar and Hübscher (2005), scaffolding evolved as a strategy that involves breaking down complex tasks into smaller, manageable components while gradually reducing assistance as learners become more competent. Research evidence further shows that scaffolding encourages active participation, inquiry-based learning, and critical thinking. Akinbobola and Afolabi (2019) stated that students exposed to scaffolding strategies in science classrooms tend to perform better than those taught with traditional lecture methods. On the other hand, many teachers still rely heavily on conventional approaches due to lack of training, inadequate exposure to innovative practices, and pressure to cover the curriculum quickly (Eze, 2021).
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In science education, scaffolding has been increasingly applied to address the challenges associated with teaching abstract and complex concepts. Reiser (2004) asserted that scaffolding strategies help learners engage deeply in inquiry-based tasks, making them suitable for subjects like biology, where learners often struggle with abstract terminologies and microscopic processes. In Nigeria, the history of scaffolding in education is relatively recent, as traditional lecture methods have long dominated classroom practice. According to Okoli (2019), many Nigerian teachers rely on teacher-centered methods, which has contributed to the persistent underachievement of students in science subjects. This research study is set against the backdrop of investigating the effect of scaffolding instructional strategy on academic achievement of secondary school students in biology.
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1.3 Statement of Problems
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Investigation revealed that the teaching and learning of biology in Nigerian secondary schools is faced with persistent challenges that affect students’ academic achievement. Biology, being a foundational science subject, is essential for students aspiring to pursue careers in medicine, pharmacy, agriculture, and other science-related fields. However, reports from the West African Examinations Council (WAEC) consistently reveal that students’ performance in biology is far below expectation, especially in areas that demand critical thinking, problem solving, and application of concepts (WAEC, 2022). The difficulty is not necessarily due to lack of interest in the subject, but often arises from the instructional strategies employed by teachers, which are largely teacher-centered and emphasize rote memorization rather than active participation and understanding (Okoli, 2019).
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Furthermore, many secondary school students find biology abstract and difficult to understand because teaching is dominated by lecture methods that do not provide sufficient guidance or support for learners to construct their own knowledge. Scaffolding instructional strategy, which is designed to provide structured support, guidance, and gradual withdrawal of assistance as learners gain competence, is not widely applied in biology classrooms. The absence of such strategies is limiting students’ engagement and achievement, as they are left to grapple with concepts that require guidance for deeper understanding (Akinbobola & Afolabi, 2019).
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On the other hand, research evidence has shown that scaffolding is effective in enhancing students’ learning outcomes across various subjects because it encourages learner autonomy, active participation, and development of problem-solving skills (Wood, Bruner & Ross, 1976; Vygotsky, 1978). Where it has been used, students are more motivated, demonstrate improved comprehension of difficult topics, and achieve better results compared to peers taught using conventional lecture methods (Ibe, 2020). It is against this backdrop that this study seeks to investigate the effect of scaffolding instructional strategy on academic achievement of secondary school students in biology.
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1.4 Aim and Objectives of the Study
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The aim of this study is to investigate the effect of scaffolding instructional strategy on the academic achievement of secondary school biology students.
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The specific objectives of this study are:
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\r\n- To determine the effect of scaffolding instructional strategy on students’ academic achievement in biology.
\r\n- To examine whether scaffolding strategy influences students’ interest and motivation in biology.
\r\n- To compare the achievement of students taught biology using scaffolding instructional strategy with those taught using conventional lecture methods.
\r\n- To investigate the extent to which scaffolding strategy promotes students’ participation and problem-solving skills in biology classrooms.
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1.5 Research Questions
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Based on the stated objectives, the study will address the following research questions:
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\r\n- What is the effect of scaffolding instructional strategy on students’ academic achievement in biology?
\r\n- How does scaffolding instructional strategy influence students’ interest and motivation in biology?
\r\n- Is there a difference between the achievement of students taught biology with scaffolding strategy and those taught with lecture methods?
\r\n- To what extent does scaffolding instructional strategy promote students’ participation and problem-solving skills in biology?
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1.6 Significance of the Study
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It is believed that at the completion of the study, the findings will contribute meaningfully to the improvement of biology education in Nigerian secondary schools. The study will also improve their performance, equip teachers with more effective methods of instruction, guide curriculum planners in designing learner-centered programs, assist administrators in raising academic standards, and add to the body of knowledge available for future researchers.
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Furthermore, teachers will benefit as they will acquire practical knowledge of learner-centered instructional strategies that will enhance classroom interaction. In addition, curriculum planners will benefit since the findings will provide evidence that will help in reviewing biology curricula to promote constructivist teaching methods.
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Lastly, school administrators will benefit because effective implementation of scaffolding will lead to better results in external examinations, improving the school’s reputation. Also, educational stakeholders will benefit as the study will expand existing literature and provide a foundation for further investigations in instructional strategies.
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1.7 Research Hypotheses
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In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
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\r\n- H01: There is no significant difference in the academic achievement of students taught biology using scaffolding instructional strategy and those taught using conventional lecture methods.
\r\n- H02: Scaffolding instructional strategy significantly improves students’ academic achievement in biology.
\r\n- H03: Scaffolding instructional strategy positively influences students’ interest and motivation in biology.
\r\n- H04: Students taught biology with scaffolding instructional strategy achieve better results than those taught with lecture methods.
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1.8 Scope and Limitations of the Study
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The scope of this research is focused on the effect of scaffolding instructional strategy on academic achievement of secondary school biology in Lagos State, Nigeria.
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The research study is limited by factors such as inadequate access to instructional resources, restricted number of participating schools, and the time frame available for conducting the research. Furthermore, generalization of findings beyond Lagos State should be approached with caution, as variations in resources, teacher competence, and student population across other states may affect outcomes.
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1.9 Definition of Terms
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Scaffolding Instructional Strategy:
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Scaffolding is defined as the process where a teacher or more knowledgeable peer provides structured support to learners to accomplish tasks they would not achieve independently, with the support gradually withdrawn as learners gain mastery (Wood, Bruner & Ross, 1976; Vygotsky, 1978).
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Academic Achievement:
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Academic achievement refers to the measurable performance outcomes of students in their educational pursuits, often assessed through tests, examinations, and continuous assessment scores (Okoli, 2019).
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Biology:
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Biology is the scientific study of living organisms, their structures, functions, growth, evolution, and interactions with the environment (Adesoji, 2018).
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Conventional Lecture Method:
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This is the traditional teacher-centered method of instruction where the teacher transmits knowledge while students listen passively, often leading to rote memorization rather than deep understanding (Eze, 2021).
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Secondary School:
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In this context, secondary school refers to the level of education in Nigeria provided after primary school and before tertiary education, usually catering for students between ages 10–18 (Federal Republic of Nigeria, 2014).
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