Effect of Scaffolding Learning Strategy on Test-Anxiety of Students In Geometry among Senior Secondary School in Zaria Metropolis, Kaduna, Nigeria.

Abstract

The study investigated the Effect of Scaffolding Learning Strategy on Test-anxiety of Students in Geometry among Senior Secondary School in Zaria Metropolis, Kaduna, Nigeria. A pre-test posttest quasi experimental design was adopted for the study. Simple Random Sampling Technique was used to select two co-educational schools from the population as the sample. The sample of the study consisted of 122 students (60 males and 62 females) from two different schools in the Zone. The instrument used for data collection was Geometry Test-Anxiety (GTA) which was adapted fromAhmad, (2016). The GTA had a reliability of 0.95 using Cronbach Alpha reliability coefficient. The research questions were answered using mean rank and mean rank difference while the nullhypotheses were tested at 0.05 level of significance using Mann-Whitney U-teststatistic. The results of the study revealed that students taught geometry using scaffolding learning strategy had reduction in their level of test-anxiety towards learning of geometry concepts than those taught using the conventional method. The study also revealed that both male and female students in experimental group had equal levels of test-anxiety when taught geometry using Scaffolding Learning Strategy.Based on the findings of this study, it was recommended that teachers should employ Scaffolding Learning Strategy in teaching geometry as well as in teaching other aspects of Mathematics at all levels of senior secondary schools.

Keywords: Mathematics, Geometry, Scaffolding Learning Strategy (SLS), Gender and Test-anxiety