Effect of Scaffolding Instructional Strategy on Educational Measurement and Evaluation Students' Achievement in Benue State University, Nigeria

This study investigated the effect of scaffolding instructional strategy on educational measurement and evaluation students' achievement in Benue state University\ Nigeria. Two research questions and its corresponding hypotheses were used. Quasi-experimental research design involving pre-test, post-test control group was employed. The population of the study comprised of all 898 students of300 levels. A sample of 9S students was used for the study. 30 items entitled Statistics Achievement Test (SAT) was used as an instrument for data collection. SAT was validated which yielded 0.82 validity index and KR-20formula was used to determine the reliability of internal consistence which yielded 0.84 reliability index. Mean and Standard Deviation were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA). The findings of this study revealed that, significant differences were found in the achievement of students taught Educational Measurement and Evaluation using scaffolding instructional strategies and those students taught in using lecture method, and both male and female students taught Educational Measurement and Evaluation using scaffolding instructional strategy achieved higher than their counter part taught using lecture method. It was recommended that Educational Measurement and Evaluation lectures should apply scaffolding instructional strategy to improve understanding of measurement and statistical concepts.