Students’ Achievement in Basic Electronics: Effects of Scaffolding and Collaborative Instructional Approaches

Atsumbe, Bernard; Owodunni, Samuel Ayanda; Raymond, Éric; Uduafemhe, Maxwell E.

doi:10.29333/ejmste/91898

Cited by 5 publications

(6 citation statements)

References 11 publications

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“…Nevertheless, some researchers found no gender differences or mostly a minor difference. A study by Atsumbe, Owodunni, Raymond, and Uduafemhe (2018), revealed that gender made no significant difference in students' educational achievement. The result of a study investigated by Ajogbeje and Alonge (2012) also shows no gender difference in junior secondary school mathematics achievement.…”

Section: Discussionmentioning

confidence: 98%

“…Therefore, this current research is intended to examine how students' academic achievement in secondary school quantitative economics is affected by feedback, and or feedback with remediation. Furthermore, studies have equally indicated that gender influences student's academic achievement (Ajogbeje and Alonge, 2012;Amuda, Ali, Durkwa, 2016;Atsumbe et al, 2018;Dania, 2014). In this study, the possible effect of gender on students' achievement in quantitative economics was also determined.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Academic Achievement in Secondary-School Quantitative Economics: Effect of Feedback with Remediation

Eleje¹,

Esomonu²,

Okoye³

et al. 2020

eqr

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Empirically investigated in this study is the effect feedback with remediation has on academic achievement in quantitative economics among students’ of secondary school. The design of the study was quasi experimental. 164 Senior Secondary 3 (SS3) students offering economics in the three co-educational schools consisted of the study sample. The three schools were purposely selected from Nnewi Education Zone of Anambra State in Nigeria and allocated to 2 experimental groups and 1 control group. Students’ responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data used in the study. ANCOVA was used for data analysis. Results show that feedback with remediation has a significant effect in enhancing students’ achievement in quantitative economics. Nevertheless, gender and treatments did not interact to influence achievement in quantitative economics. Teachers need to focus not just on continuous testing but going further to assist students using feedback with remediation on any type of test given to them.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Students’ Academic Achievement in Secondary-School Quantitative Economics: Effect of Feedback with Remediation

Eleje¹,

Esomonu²,

Okoye³

et al. 2020

eqr

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show abstract

“…For instance, Robinson (2017) reported that gender had no influence on the performance of students in basic electricity when taught using Computer Aided Instruction (CAI). Astumbe, Owodunna, Raymond and Uduafemhe [29] affirmed that there was no significant effect of gender on students' achievement in basic electricity using scaffolding and collaborative instructional approaches. Sex factor as an area of educational research has generated conflict and inconclusive findings; and its' disparities in male and female students' achievement and retention in science and technology subjects have not been settled.…”

Section: Introductionmentioning

confidence: 94%

Effects of Project and Demonstration Teaching Methods on Male and Female Students’ Achievement and Retention in Basic Electricity in Technical Colleges

Nwalo¹,

Eze

2021

AIR

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The study ascertained the effects of project and demonstration teaching methods on male and female students’ achievement and retention in basic electricity in technical colleges. Quasi-experimental design; precisely, pre-test, post-test and delayed post-test for non-randomized and unequal groups were used. Four research questions guided the study and four hypotheses were tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. The population of the study comprised of 141 Technical College year II (TC II) students (85 males & 58 females). The project method instructional strategy group had 62 male and 13 female students whereas; the demonstration method instructional strategy group had 20 male and 46 female students. The instruments used in the study were Demonstration Method Instructional Manual (DMIM), Basic Electricity Achievement Test (BEAT) and Project Method Instructional Manual (PMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean with standard deviation for research questions, while hypotheses were tested using Analysis of Covariance (ANCOVA). The study found that both the project and demonstration teaching methods improved male and female students’ performances in basic electricity. However, male and female students taught basic electricity using project teaching method had better academic performance and retention in basic electricity, indicating that project teaching method was more effective on male and female students’ achievement and retention in basic electricity than demonstration teaching method. The researchers therefore recommended project teaching method as a teaching strategy that could reduce the gender disparity in male and female students' achievement and retention.

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“…Scaffolding is a supportive interaction by guiding and providing necessary resources to solve problems (Razaghi et al, 2019;Hermawati & Chen, 2023;Pitriyani & Fitriani, 2023). Scaffolding is considered a strategy that refers to solving problems or to improve the quality of their scientific arguments (Chotirat & Teosakul, 2017;Weng et al, 2017;Atsumbe et al, 2018;Yolviansyah & Hermanto, 2023). Scaffolding can help students fix problems, simplify complex tasks, or explain complex procedures (Park et al, 2020;Syarkowi et al, 2023;Wulandari & Jumadi, 2023).…”

Section: Introductionmentioning

confidence: 99%

Docreative thinking skills in problem-based learning benefit from scaffolding

Ernawati,

Yusnidar,

Haryanto

et al. 2023

tused

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Creative thinking skills are recognised 21 century skills. This study aimed to determine whether students' creative thinking skills in biochemistry courses are improved through scaffolding-based problem-based learning. The study employed a mixed methods approach with a sample of 113 chemistry education programme students at Jambi University. An observation sheet instrument was used to gauge students' creative thinking skills during learning, test questions were used to gauge them after the implementation of Problem Based-learning, and an interview instrument was used to see how students responded once PBL learning had been implemented. Descriptive statistical testing techniques were applied to data between classes. It was found that there were significant differences in students' creative thinking skills after scaffolding-based PBL learning had been carried out. The biochemistry learning process was found to be conducive to scaffolding in problem-based learning. Providing scaffolding in problembased learning also has a positive impact on students because this study proves that students become more active learners in education because the problem-solving process requires students to express opinions and exchange ideas.

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Students’ Achievement in Basic Electronics: Effects of Scaffolding and Collaborative Instructional Approaches

Cited by 5 publications

References 11 publications

Students’ Academic Achievement in Secondary-School Quantitative Economics: Effect of Feedback with Remediation

Students’ Academic Achievement in Secondary-School Quantitative Economics: Effect of Feedback with Remediation

Effects of Project and Demonstration Teaching Methods on Male and Female Students’ Achievement and Retention in Basic Electricity in Technical Colleges

Docreative thinking skills in problem-based learning benefit from scaffolding

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