Effects of Scaffolding Instruction on Students’ Academic Performance in Financial Accounting in Colleges of Education in South West, Nigeria.

ABSTRACT: This study examined the effects of scaffolding instruction on students‟ academic performance in Financial Accounting in Colleges of Education in South West, Nigeria. Two purposes and three null hypotheses guided the study. The study adopted non-equivalent pretest, posttest control group quasi experimental design. The population was 2,355 students during the 2018/2019 academic session in all the public Colleges of Education South-West while a sample of 449 students was purposively sampled for this study from two public Colleges of Education in the study area. The instrument designed for data collection was a researcher self-developed instrument titled “Financial Accounting performance Test” (FAPT) which was bothe content and face validated by experts. The validated instrument was subjected to reliability test, using split half method. The data collected were analysed using Pearson product moment correlation formula and a coefficient of 0.79 was obtained. Research questions were answered using mean and standard deviation while hypotheses were analysed at 0.05 level of significance using ANCOVA. The findings of the study revealed that scaffolding method of teaching is effective in improving the academic performance of students in Financial Accounting among others. It was concluded that Scaffolding teaching method has positive effect on the academic performance of students in Financial Accounting in Colleges of Education. Thus, the study recommended that Business Education lecturers in Colleges of Education should use scaffolding teaching method in teaching Financial Accounting to improve students‟ academic performance.
KEY WORDS: Business Education, Scaffolding, Academic performance, Financial Accounting, Teaching
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