217 Instructional Scaffolding Teaching Approach on Senior Secondary School Students’ Academic Achievement in Financial Accounting in Obafemi-Owode Local Government Area, Ogun State

Abstract

This study examined the effect of Instructional Scaffolding approach on the
academic achievement of senior secondary school students in Financial
Accounting in Obafemi-Owode Local Government Area, Ogun State. A
pretest, post-test, control group, quasi-experimental design was used with a
3x2 factorial design. The sample size consisted of 114 SS2 commercial
students from three schools within the Local Government Area. Purposive
Sampling Technique was used in selecting the schools and an intact financial
accounting class was adopted. Data collection tools include questionnaire and
achievement test, with a Computer-Aided Instruction (CAI) package developed by the researchers. T-test at a significance level of 0.05 was used to test the
hypotheses. Results revealed a mean difference of 19.23, indicating higher
performance scores for students in the experimental group. Instructional
Scaffolding approach exhibits a differential effect on academic achievement.
Gender differences were observed, with a slight advantage favoring female
students in the mean difference of Instructional Scaffolding Teaching Method
(1.03). However, male students outperform their female counterparts under
conventional teaching methods with a mean score of 13.69. Recommendations
include the implementation of this method in financial accounting curricula to
enhance students’ engagement and foster improved academic achievement.