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Effects of Scaffolding Technique on Academic Performance of Students in Peace Education in Colleges of Education in Nasarawa State, Nigeria

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Effects of Scaffolding Technique on Academic Performance of Students in Peace Education in Colleges of Education in Nasarawa State, Nigeria EFFECTS OF SCAFFOLDING TECHNIQUE ON ACADEMIC PERFORMANCE OF STUDENTS IN PEACE EDUCATION IN COLLEGES OF EDUCATION IN NASARAWA STATE, NIGERIA BY Mohammed Abdul, SARKIN-FADA B.Ed SOCIAL STUDIES A.B.U. M.Ed SOCIAL STUDIES A.B.U Ph.D/EDUC/41728/2012-2013 DEPARMENT OF ARTS AND SOCIAL SCIENCE EDUCATION FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, (ABU) ZARIA. SEPTEMBER, 2016 PEFFECTS OF SCAFFOLDING TECHNIQUE ON ACADEMIC PERFORMANCE OF STUDENTS IN PEACE EDUCATION IN COLLEGES OF EDUCATION IN NASARAWA STATE, NIGERIA BY Mohammed Abdul, SARKIN-FADA B.Ed SOCIAL STUDIES A.B.U. M.Ed SOCIAL STUDIES A.B.U Ph.D/EDUC/41728/2012-2013 BEING A THESIS SUBMITTED TO THE POST GRADUATE SCHOOL AHMADU BELLLO UNIVERSITY, ZARIA, NIGERIA IN PARTIAL FULFILLMENT OF THE REQUITREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY (Ph.D) IN SOCIAL STUDIES EDUCATION SEPTEMBER, 2016 DECLARATION I declare that this Thesis entitled ―EFFECTS OF SCAFFOLDING TECHNIQUE ON ACADEMIC PERFORMANCE OF STUDENTS IN PEACE EDUCATION IN COLLEGES OF EDUCATION IN NASARAWA STATE, NIGERIA‖ is the result of my independent investigation, except where I have indicated my indebtedness to other sources. This thesis is written in the Social Studies Section under the supervision of Dr. M. C. Ubah, Dr. Mamman Musa, and Prof. Sadiq, Mohammed. I hereby certify that this thesis has not already been accepted in substance for any other degree, nor is it being submitted concurrently for any other degree programme. I hereby give consent for my thesis, if accepted, to be available for photocopying and for research purpose only. ________________________________ _____________ Mohammed Abdul SARKIN-FADA Date CERTIFICATION This thesis titled ―EFFECTS OF SCAFFOLDING TECHNIQUE ON ACADEMIC PERFORMANCE OF STUDENTS IN PEACE EDUCATION IN COLLEGES OF EDUCATION IN NASARAWA STATE, NIGERIA by Mohammed Abdul SARKIN-FADA PHD/EDUC/41728/2012-2013 meets the requirement governing the award of the degree of doctor of philosophy in social studies of Ahmadu Bello University; and is approved for its contribution to knowledge and literacy presentation. __________________________ _____________ Dr. M.C. Ubah Date Chairman Supervisory Committee __________________________ _____________ Dr. M. Musa Date Member Supervisor Committee __________________________ _____________ Prof. S. Mohammed Date Member Supervisory Committee __________________________ _____________ Dr. AbdullahiDalhatu Date Head of Department of Arts and Social Science ___________________________ ____________ Professor K. Bala Date Dean, School of Postgraduate studies. ACKNOWLEDGMENTS I want to use this opportunity to thank those people who made this Ph.D thesis possible. This thesis would not have been possible without the help, encouragement, support and patience of my supervisors. Their encouragement and supervision from the preliminary to the concluding level of this study gave me the inspiration to develop a better understanding of the subject. The deep thought, good advice, and support of my first supervisor, Dr, M.C, Ubah, has been helpful throughout the whole research process which made it pleasurable, for which I am exceptionally indebted. I am whole-heartedly thankful to my second, and third supervisor Dr, Mamman Musa, and Prof. Sadiq, Mohammed, for their objective, and critical advice and constructive feedback. I have no regret whatsoever for them being my supervisors. I must add the names of Dr. Bayero H, Dr. I.D, Abubakar, and Dr. Khan, R. Prof. Danladi, E.N and Mallam Umar AminuGinga, for their invaluable contribution towards the success of my research work, I have benefited immensely from their wealth of experience. All my supervisors are special people, and outstanding academics and I have been very fortunate to work with them, I am very happy indeed. I am tremendously indebted to all the participants that participated in this study, I give special thanks to the two Colleges of Education that were used for the study, most especially the Heads of Social Studies Department Mal. Ibramim, Z, and MrHaruna, T. respectively. I am also grateful to my research assistants for assisting in administering achievement test. Special thanks goes to Mr. Gabriel FolorunsoOyeleye who has been of tremendous help, and source of motivation to me during the period of this study. I thank my parents for without whom support I wouldn‘t have had the jingle of the school bell, they encouraged me to take the challenge of schooling like Duck to water. They made sure I had early education, and showed me how to acquire knowledge. They gave me all the care and attention a child will need from his parents. Words cannot express my deepest appreciation to my dear beloved wife – Zulai, Shuaibu for her love, affection, understanding, and moral support and more importantly for maintaining the home front which enabled me to concentrate on my studies. I will forever be grateful to you. My heartfelt appreciation must go to my children – Abdullahi Mohammed Sarkin-Fada, and Yakubu Mohammed Sarkin-Fada, for bearing with me and also for showing understanding throughout the duration of my study. I am pleased with you. I also owe thanks to my family member, Halima Abdu, Hajiya, HauwaAdamu, RamatuAbdullahi, HadizaAbdullahi, and Dr. YakubuAbdullahiSarkin-Fada. They have given me their undisputable support throughout, as always. The support, encouragement, and love from my relations deserve to be stated especially Samaila, I, Lawal, I, Sani, I, Bala, I, I owe a debt of gratitude to my friends and colleagues – AdamuUmaru, Alh. Hassan Abubakar, Alh. R.O, Kilani, Mal. Samaila, Jibrin, Mrs. Justina A.K, Hajiya, Amina Ubangari, NuhuAbdulhameed, SamailaKwanga, Ashiru Ibrahim, MamudZannuwaBaban-Nana, Ali, Andaha, Abdullahi, Shehu, ShuiabuShehu, AminuShehu, DrMaija‘ma‘aKwassaw. Alhaji Musa Shehu, and DrRahinatu Musa Shehu. Last, I expressing my apologies for those wonderful people around me who contributed to make my work successful but unable to mention them all personally, one by one. I am happy to acknowledge that the views, interpretation and conclusion, along with any omissions, inadequacies that may remain in this work. I take full responsibility of all errors in this work. DEDICATION This thesis is dedicated to my Late father Abdu Sarkin-Fada, and late sister Halima Abdu Sarkin- Fada. ABSTRACT This study entitled ‗Effects of scaffolding technique on Academic Performance of Students in Peace Education in Colleges of Education in Nasaraw State, Nigeria is aimed at inculcating in learners the right type of attitude, knowledge, and skills to help them resolve conflicts using non- violent approach. The study has three objectives, three research questions, and three corresponding hypotheses. The study used the eclectic approach to situate educational theories underpinning Social Studies Education, Harris‘s (2004) peace education theory, and Vygosky‘s (1978) Zone of Proximate Development (ZPD) explaining scaffolding technique. The population of the study was 1178 involving N.C.E. II Social Studies of C.O.E. Akwanga, and HIILs C.O.E. Gwanje. The sample size of the study is made up of 90 research participant. The research design for the study is the quasi-experimental research design, the reliability index for instrument is .947 and .80 respectively. Hypothesis one and three, were tested with the use of t-test independent statistic, while hypotheses two was tested using ANOVA. Hypotheses one, was rejected while hypotheses two and three were accepted. The findings of the study revealed that: Scaffolding Technique is effective and more superior to the conventional teaching approach in the teaching of peace education. Scaffolding enhances students‘ academic performance through cooperative, autonomous, and independent learning. Scaffolding technique is not gender bias. The study made the following recommendations: Colleges of Education, and teachers should adopt scaffolding technique in teaching because scaffolding technique creates an enabling environment where learners can interact in series of learning activities which can lead to better understanding of concepts. Teachers should teach learners‘ peace education using scaffolding technique, because scaffolding technique allows learners to work in groups, become autonomous, as well as independent learners, this will help in improving their academic performance. Teachers should not discriminate learners based on gender, because scaffolding technique is not gender bias. The study made contributions to knowledge. TABLE OF CONTENTS Pages COVER PAGES - - - - - - - - -i TITLE PAGES - - - - - - - - - -ii DECLARATION - - - - - - - - -iii CERTIFICATION - - - - - - - - -iv ACKNOWLEDGEMENT - - - - - - - -v DEDICATION - - - - - - - - - -vii ABSTRACT - - - - - - - - - -viii TABLE OF CONTENT - - - - - - - -ix LIST OF ABBREVIATIONS - - - - - - - -x LIST OF TABLES - - - - - - - - -xi LIST OF FIGURES - - - - - - - - -xii OPERATIONAL DEFINATION OF TERMS - - - - - -xiii CHAPTER ONE: INTRODUCTION - - - - - - -1 1.1 Background to the Study - - - - - - -1 1.2 Statement of the Problem - - - - - - -7 1.3 Objectives of the Study - - - - - - - -8 1.4 Research Questions - - - - - - - -8 1.5 Research Hypotheses - - - - - - - -9 1.6. Significance of the Study - - - - - -9 1.7 Scope of the Study - - - - - - - -10 CHAPTER TWO: REVIEW OF RELATED LITERATURE - - --11 2.01 Introduction - - - - - - - - --11 2.02. Theoretical Frame Work - - - - - - --13 2.02.1. Peace Education Theory - - - - - - --13 2.02.2 Relative Deprivation Theory - - - - - - - --14 2.02.3. Theories Underpinning Social Studies
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