The effect of scaffolding learning approach on pupils’ numeracy skills in primary school in Calabar South Local Government Area of Cross River State, Nigeria

Abstract

This paper investigated the effect of “scaffolding learning approach” on primary school pupils’ numeracy skills in Calabar Cross River State, Nigeria. The research design employed was pretest -posttest control quasi experimental design. Multi-stage random sampling technique was used to recruit 45 primary four pupils into the study. Numeracy Achievement Test (NAT), used as Pre-Test (PRENAT) and Post-Test (POSTNAT) was developed by the researcher and validated by experts. The reliability coefficient of the instrument based Kuder Richardson 20 (KR-20) formula was 0. 89. Two hypotheses were formulated and tested at 0.5 level of significance. The pretest was administered to participants in both groups to determine pupils’ academic achievement in numeracy skills. The control group  was taught Numeracy skills for four weeks using only the conventional method while the experimental group was also taught Numeracy Skills for four weeks with Scaffolding learning approach. POSTNAT was administered to all the participants at the end of the four weeks. The results showed that there is a significant influence of scaffolding learning approach on pupils numeracy skills (F=73.391:p=000). There was no significant difference between the achievement of male and female pupils taught numeracy skills using scaffolding teaching approach (F=545: p=.469). The use of scaffolding teaching approach should be encouraged in primary schools in the study area and other states in Nigeria to enhance numeracy skills among the pupils.