AN INVESTIGATION INTO THE IMPACT OF SCAFFOLDING INSTRUCTIONAL STRATEGY ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN CHEMISTRY

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Teaching is widely recognized as a demanding human endeavor that calls for a blend of wisdom, humility, dedication, and consistent effort. As noted by Odeh and Akoh (2024), seasoned teachers in a specific discipline are better equipped to learn from past successes and failures, using their experiences to inform content selection effectively. According to Iornem (2018), teaching is not only a profession—what individuals do for a living—but also an enterprise, comprising a variety of interconnected activities that educators engage in during their professional practice. However, studies have indicated that many teachers do not always employ effective instructional methods in the classroom, particularly in subjects like chemistry (Nwagbo, 2018). This inadequacy in teaching approaches often results in students being unable to apply their acquired knowledge to practical, real-life scenarios. Agama (2019) observed that in numerous secondary schools, instruction is predominantly teacher-centered, relying heavily on explanations and demonstrations, while students are expected to read textbooks, take notes, and memorize facts. Obiekwe (2018) highlighted ongoing issues in science education within Nigerian secondary schools. He emphasized that instruction tends to be content-heavy, dominated by the traditional “chalk-and-talk” method, rather than activity-based, student-centered learning that fosters deeper understanding. This neglect of hands-on approaches has led to abstract learning experiences, causing students to be passive learners who rely heavily on rote memorization. According to Okoye and Okeke (2007), ineffective teaching methods are a primary factor contributing to underachievement among students, making the search for more efficient instructional strategies crucial. Chemistry, as a scientific discipline, is concerned with the properties of matter, its interaction with energy, and the processes through which substances combine or decompose. The discipline has made significant contributions to healthcare, yielding essential medicines such as antibiotics, analgesics, penicillin, tetracycline, vitamins, enzymes, and anesthetics like formalin and chloroform (Akani, 2018). As suggested by Omoniyi and Torru (2018), scaffolding is among the various teaching strategies that can be effectively utilized in chemistry education. This approach promotes a student-centered learning environment, which research shows is more effective than traditional, teacher-centered methods (Sawyer, 2018). Scaffolding strategies are customized to the individual needs of learners, promoting deeper and more meaningful learning experiences. Instructional scaffolding provides essential support to facilitate student understanding when new concepts and skills are first introduced. This support can take the form of instructional materials, structured activities, templates, directions, or guidance in developing cognitive and social abilities. A typical application of scaffolding includes modeling tasks, offering explanations, and providing coaching as students work toward mastery (Reiser, 2020). Furthermore, Omoniyi and Torru (2018) assert that instructional scaffolding enables learners to solve problems, complete tasks, and attain learning goals through the gradual withdrawal of external assistance. In essence, scaffolding encompasses an array of strategies aimed at progressively enhancing a student’s comprehension and fostering independence over time. Awodun (2019) emphasizes the pivotal role that teachers and caregivers play in facilitating learners' development through structured support, helping them transition to higher levels of understanding and performance. As Robinson and Danie, cited in Awodun (2019), explain, scaffolding includes a variety of techniques used by educators to help students bridge cognitive gaps and achieve learning goals that were initially beyond their reach. These methods are adaptable, evolving as teachers assess students' prior knowledge and provide feedback throughout the learning process. Although early studies on scaffolding focused primarily on oral and face-to-face instruction, the principle remains relevant across modern educational contexts. In Nigeria, concerns about improving teacher effectiveness and enhancing students' academic outcomes in science—particularly chemistry—remain a priority. Therefore, this study intends to investigate how scaffolding instructional strategies influence the academic performance of senior secondary school students in chemistry. 1.2 Statement of the Problem There is little doubt that numerous factors contribute to students’ poor performance in chemistry. These include a shortage of qualified teachers, limited instructional resources, the abstract nature of many chemistry topics (Ghassan, 2019), students' negative attitudes toward the subject, peer influence, and most notably, ineffective teaching methods (Frances, 2022). A major issue in modern science education is the inadequate use of scaffolding techniques in chemistry instruction. Many teachers still rely on conventional, passive teaching styles due to a lack of proper training or access to appropriate scaffolding tools (Wood, Bruner, & Ross, 2019). Another complexity arises from the varying effectiveness of scaffolding based on students’ individual learning needs and preferences. Hogan and Pressley (2019) point out that while structured support can be highly beneficial for some learners, it may feel overly restrictive or even counterproductive for others. This variation necessitates a deeper understanding of how scaffolding strategies can be personalized to support the diverse needs of senior secondary school chemistry students. Furthermore, implementing scaffolding requires a shift in the teacher-student dynamic, moving toward a more interactive and collaborative model of instruction. Awodun (2019) found that students who were taught using scaffolding strategies performed significantly better in peace education courses at the College of Education compared to their peers taught using traditional methods. Although existing literature suggests that scaffolding greatly enhances students' critical thinking and problem-solving skills—both essential for mastering chemistry concepts (Chi, 2019)—there remains a lack of empirical data on how these benefits translate into improved academic performance in actual classroom environments. It is also necessary to examine the cultural and institutional barriers that may hinder the effective integration of scaffolding strategies into chemistry instruction. Given these challenges and knowledge gaps, this study aims to explore the impact of scaffolding instructional strategies on the academic achievement of senior secondary school students in chemistry.  1.3  Objectives of the Study The main purpose of this study is to investigate the Impact of Scaffolding Instructional Strategy on the Academic Performance of Senior Secondary School Students in Chemistry. Specifically, the study will; i.Examine the scaffolding instructional strategies teachers use in teaching Chemistry in senior secondary schools. ii.Find out the effect of scaffolding instructional strategies on Chemistry students academic performance. iii.Investigate the challenges of implementing scaffolding instructional strategies in senior secondary school chemistry classes. 1.4  Research Questions The following questions have been prepared for the study: i.What scaffolding instructional strategies do teachers use in teaching Chemistry in senior secondary schools? ii.What is the effect of scaffolding instructional strategies on Chemistry students' academic performance? iii.What are the challenges of implementing scaffolding instructional strategies in senior secondary school Chemistry classes? 1.5 Research Hypotheses H0: Scaffolding instructional strategy has no significant effect on the academic performance of chemistry students in senior secondary schools. Ha: Scaffolding instructional strategy has a significant effect on the academic performance of chemistry students in senior secondary schools. 1.6 Significance of the Study The results will be used by school administrators to assess and enhance their institutions' overall teaching strategies. The study will also help determine how best to allocate resources and build curricula, ensuring that teaching strategies are grounded in research and customised to the requirements of individual students. Moreover, this knowledge will encourage students to look for extra help or resources when needed, as well as assist parents in making educated decisions regarding their children's education. Likewise, the study will provide information about the effectiveness of scaffolding in comparison to other instructional tactics.  Nevertheless, subsequent researchers will use it as a literature review. This means that other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regard to the effect of scaffolding instructional strategy on chemistry students academic performance in senior secondary school. 1.7 Scope of the study    The scope of this study is boarded to investigate the Impact of Scaffolding Instructional Strategy on the Academic Performance of Senior Secondary School Students in Chemistry. Empirically, this study will examine the scaffolding instructional strategies teachers use in teaching Chemistry, find out the effect of scaffolding instructional strategies on Chemistry students academic performance and investigate the challenges of implementing scaffolding instructional strategies in senior secondary school chemistry classes. Geographically, the study will be delimited to some selected secondary schools in Kaduna state. 1.8 Limitation of the study In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed. More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.  1.9 Definition of Terms Scaffolding: An instructional technique where teachers provide successive levels of temporary support to help students achieve higher levels of comprehension and skill acquisition Academic performance: The measurable outcomes of a student's learning activities, often evaluated through grades, test scores, class participation, and completion of assignments. Teaching strategy: A planned method or approach employed by teachers to facilitate learning and improve student outcomes.