TY  - JOUR
T1  - Effect of Scaffolding and Hands-on Instructional Approaches on Senior
Secondary School Student’s Achievement and Interest in Chemistry
AU - Nwafor, Stephen Chinedu AU - Ezeudu, Florence Obiageli AU - Abaeme, Oluchi Deborah AU - Alabi, Ayodeji Olorunmeye AU - Chukwuka, Constance Uju AU - Ikuelogbon, Esther Olubunmi Ikuelogbon 
JO  - Research Journal of Applied Sciences
VL  - 14
IS  - 5
SP  - 170
EP  - 178
PY  - 2019
DA  - 2001/08/19
SN  - 1815-932x
DO  - rjasci.2019.170.178
UR  - https://makhillpublications.co/view-article.php?doi=rjasci.2019.170.178
KW  - Scaffolding
KW  -hands-on
KW  -conventional method
KW  -chemistry
KW  -instructional
KW  -approaches
AB  - The study investigated the effect of scaffolding and hands-on instructional approaches on senior
secondary school student’s achievement and interest in chemistry. The study was carried out in Anambra State,
Nigeria. The study was quasi-experimental. The sample size was made up of 195 chemistry students. The
Chemistry Achievement Test (CAT) and chemistry interest scale were used for data collection. Means, standard
deviation and Analysis of Covariance (ANCOVA) were used to analyze the data. The findings showed that
students who were taught using scaffolding and hands-on instructional approaches had significant achievement
compared to their counterparts taught with conventional method. Scaffolding and hands-on instructional
approaches increased student’s interest in chemistry more than the conventional method. There was no
significant influence of gender on the mean achievement and interest scores of students in chemistry. Finally,
there was no significant interaction effect of methods and gender on student’s achievement and interest in
chemistry.
ER  -