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

This study examined the effect of Instructional Scaffolding approach on theacademic achievement of senior secondary school students in FinancialAccounting in Obafemi-Owode Local Government Area, Ogun State. Apretest, post-test, control group, quasi-experimental design was used with a3x2 factorial design. The sample size consisted of 114 SS2 commercialstudents from three schools within the Local Government Area. PurposiveSampling Technique was used in selecting the schools and an intact financialaccounting class was adopted. Data collection tools include questionnaire andachievement 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 thehypotheses. Results revealed a mean difference of 19.23, indicating higherperformance scores for students in the experimental group. InstructionalScaffolding approach exhibits a differential effect on academic achievement.Gender differences were observed, with a slight advantage favoring femalestudents in the mean difference of Instructional Scaffolding Teaching Method(1.03). However, male students outperform their female counterparts underconventional teaching methods with a mean score of 13.69. Recommendationsinclude the implementation of this method in financial accounting curricula toenhance students’ engagement and foster improved academic achievement.