EFFECT OF PROCEDURAL SCAFFOLDING STRATEGY ON SENIOR SECONDARY TWO STUDENTS’ SELF-EFFICACY IN ALGEBRA IN JOS-SOUTH LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

Abstract

The study was embarked upon to find out the effects of procedural scaffolding instructional strategy
on SSII students’ self-efficacy in Algebra in Jos-South Local Government Area (LGA), Plateau State,
Nigeria. Quasi-experimental research design, particularly the non-equivalent pretest-posttest control group was adopted as the design of the study. The population of the study comprised of 1004 SSII students comprising of 546 males and 458 females from 11 co-educational public secondary schools in Jos-South LGA that met the requirements of inclusion in the study out of 20 schools. A total of 68 SSII students with 27 males and 41 females selected from two public senior secondary schools
made up the sample of the study. An online randomizer called Dcode was used to select the two
sampled schools. The students were placed into experimental and control groups with the
experimental group having 31 students with 19 males and 12 females and the control group with
37 students, having 08 males and 29 females. A 20-item questionnaire named; Students’ Algebra
Self-Efficacy Questionnaire (SASEQ) was used for data collection. To obtain content validity, the
instrument was given to experts in Mathematics Education and Research, Measurement and
Evaluation in University of Jos. The reliability coefficient of SASEQ on the other hand was obtained
using Cronbach’s alpha as 0.95. Mean and standard deviation were used to answer the research
questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of
significance. The findings of the study reveal that procedural scaffolding instructional strategy
significantly enhances SSII students’ self-efficacy in Algebra irrespective of their gender. Thus, it
was recommended among others that teachers and stakeholders in education generally and
Mathematics in particular should encourage and incorporate the use of procedural scaffolding
instructional strategy in the classroom irrespective of the gender of students in order to enhance
their self-efficacy