Abstract

This study examined the effects of video-based scaffolding instructional strategy on secondary school students’ attitude towards Economics. It also examined the moderating effect of students’ intelligence quotient on their attitude towards Economics. The study adopted a pretest-posttest, control group, quasi-experimental design. The participants comprised 60 senior secondary II students drawn from three public schools purposively selected from the public secondary schools in Ibadan North Local Government Area of Oyo State, Nigeria. One public school was assigned to the control group, while the other two were assigned to the experimental groups (individual-based and group-based), with each exposed to the treatment. The instruments used for this study are Students’ Attitude towards Economics Questionnaire (π=0.69), and Intelligence Quotient Test (π=0.66). The study was guided by three hypotheses which were tested at a 0.05 level of significance. The Analysis of Covariance (ANCOVA) was used to determine the significant effects and differences. The findings of the study revealed that there was a significant main effect of treatment (video scaffolding) on students’ attitude towards Economics (F(2,53) = 3.516; p<0.05, partial =.117). Students in the individual-based treatment (video) group had the highest adjusted post attitude mean score (χ =42.58), followed by the control group (χ =41.86), and the group-based video treatment group (χ =37.68), respectively. There was no significant main effect of intelligence quotients on students’ attitude. Also, there was no significant two-way interaction effect of treatment and Intelligence quotients on students’ attitude towards Economics. Thus, the study concluded that video-based scaffolding has a positive influence on students’ attitude towards Economics in both individualised and group basis. It was recommended that teachers should adopt video-based scaffolding for enhancing students’ attitude to economics. However, teachers should pay more attention to students’ attitude when video-based instructional scaffolding is used to support students’ learning outcomes in group mode.