‘Effect of Instruction with Scaffolding on School Students’ Achievement in Science Inrelation to Cognitive Styles and Intelligence
Abstract
The purpose of the study was to investigate effect of Instruction with Scaffolding on achievement in Science in relation to cognitive styles and intelligence. The sample was drawn from 8th class students (N=80) belonging to two different schools of FazilkaDistrict in Punjab, affiliated to PSEB Mohali. Instructional
material based onInstructions with Scaffoldingwas prepared by the investigator and implemented to the experimental group. Control group as taught with the help of traditional method.Gain scores were computed by calculating the difference of pre-test and post- test for all the students. The Group Embedded Figure Test (GEFT) 1971 By Philp K. Oltman, Evelyn Raski, and Herman A. Witkenwas administered to identify the cognitive styles of the students. Standard Progressive Matrices (SPM) by Raven, Raven & Court (2000) was used to measure the intelligence levels of the students. A 2×2×2 threeway Analysis of variance was used to analyse the data. The researcher arrived at the following conclusions: i)The achievement of the group through scaffolding instructional strategy was found to be significantly higher than the group taught through traditional method of teaching ii) The difference of achievement was not significant at two levels of cognitive styles. iii) The achievement gain score of high intelligence group were significantly higher in comparison to low intelligence group. iv)The interaction effect of methods of teaching and cognitive styles was not significant. vi) No significant interaction effect has been found for methods of teaching and intelligence levels on gain achievement score. vii) There was no significant interaction between groups based on cognitive styles and intelligence levels. vii) The interaction effect of the methods of teaching, cognitive and levels of intelligence has been found to be not significant although method and intelligence independently influence the achievement gain score.
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