EFFECTS OF META-CONCEPTUAL AND SCAFFOLDING LEARNING STRATEGIES ON STUDENTS’ ACHIEVEMENT IN WAVES

Abstract

The purpose of this study was to determine the Effects of Meta- conceptual and Scaffolding Learning Strategies on Senior Secondary School two (SS2) Students’ Achievement in wave concept in Physics in Enugu Education Zone of Enugu state. The study adopted quasi-experimental research design, specifically, a non-equivalent control group design was used. The population for the study was 4,090 SS2 students in the 33 secondary schools. The sample size was 259 SS2 students, which was determined using multi-stage sampling procedure. Waves Achievement Test (WAT) is the instrument that was used for data collection. WAT was used to elicit the students’ achievement in Waves. WAT underwent both face and content validation. The instrument was validated by three experts, from the Faculty of Education, Enugu State University of Science and Technology (ESUT), Enugu. The reliability estimate for WAT was determined using Kuder-Richardson formula method (K-R 20), which gave an estimated reliability coefficient of 0.89. Mean and standard deviation were used in answering the research questions while Analysis of Covariance was used in testing the research hypotheses at 0.05 alpha levels. The study discovered that Scaffolding Learning Strategy was the more superior to Meta-Conceptual Learning Strategy and thus significantly enhanced students’ achievement scores more than Meta-Conceptual Learning Strategy while Meta-Conceptual Learning Strategy significantly enhanced students’ achievement scores more than Lecture Method. Thus, the researcher recommended that Physics teachers should use Scaffolding Learning Strategy more often than the Meta-Conceptual Learning Strategy since that Scaffolding Learning Strategy is more efficacious than the Meta-Conceptual Learning Strategy in teaching Waves.