ENHANCING SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY THROUGH CUES AND PROMPTS INSTRUCTIONAL SCAFFOLDING

ENHANCING SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY THROUGH CUES AND PROMPTS INSTRUCTIONAL SCAFFOLDING

Abstract:
This abstract provides a concise overview of a study aimed at investigating the effectiveness of cues and prompts instructional scaffolding in enhancing secondary school students' academic performance in the field of biology. The study recognizes the importance of providing effective instructional strategies to support students' learning and achievement in science education, particularly in the domain of biology.

The research methodology employed a quasi-experimental design, involving a control group and an intervention group. The study sample consisted of secondary school students from multiple schools, with both groups receiving regular biology instruction. However, the intervention group received additional cues and prompts instructional scaffolding during their biology lessons.

The cues and prompts instructional scaffolding approach was designed to provide students with explicit guidance, prompts, and cues to enhance their understanding of complex biological concepts, improve critical thinking skills, and facilitate knowledge transfer. The scaffolding techniques employed included visual cues, verbal prompts, graphic organizers, and collaborative learning activities.

To measure the impact of the instructional scaffolding, multiple data collection methods were utilized, including pre- and post-tests, classroom observations, and student feedback surveys. The data collected were analyzed using appropriate statistical techniques to ascertain the effectiveness of the cues and prompts instructional scaffolding on students' academic performance in biology.

The results of the study revealed a significant improvement in the academic performance of the intervention group compared to the control group. The students who received cues and prompts instructional scaffolding demonstrated higher levels of conceptual understanding, improved problem-solving abilities, and increased engagement in biology lessons.

These findings highlight the value of incorporating cues and prompts instructional scaffolding in biology education at the secondary school level. The study suggests that this instructional approach can contribute to enhancing students' academic performance by providing them with the necessary support and guidance to navigate complex biological concepts effectively.

The implications of this research emphasize the importance of implementing evidence-based instructional strategies in science education, particularly in biology. Educators and curriculum developers can use the cues and prompts instructional scaffolding approach as a pedagogical tool to enhance students' learning experiences and foster their academic achievement in biology.

Keywords: biology education, secondary school, academic performance, instructional scaffolding, cues and prompts, science education.

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Introduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

ENHANCING SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY THROUGH CUES AND PROMPTS INSTRUCTIONAL SCAFFOLDING, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS 

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