IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 9, Issue 6 Ser. IV. (Nov. - Dec .2019), PP 01-07 www.iosrjournals.org DOI: 10.9790/7388-0906040107 www.iosrjournals.org 1 | Page Effects of Cues and Prompts Instructional Scaffolding on Secondary School Students’ Retention of Chemistry Concepts Abumchukwu Angela Adanna 1 , Enekwechi Emelda Ego 2 , Izuegbunam Arinze Gabriel 3 1 – Department of Science Education, NnamdiAzikiwe University, Awka 2 - Department of Natural Science, School of General Studies, Federal Polytechnic, Oko, Anambra state 3 - British Spring College, Awka, Nigeria, Corresponding Author: Abumchukwu Angela Adanna Abstract: The study investigated the effect of cues and prompts instructional scaffolding on secondary school students’ retention of chemistry concepts. Two research questions were raised to guide the study and three hypotheses which were tested at 0.05 level of significance. The study adopted pretest post-test non-equivalent control group quasi-experimental design. The population of the study was 2,530 SS2 chemistry students. The sample for the study was 120 SS2 students. Chemistry Achievement Test (CAT) validated by experts from the Department of Science Education and Education Foundation and one experienced chemistry teacher in Onitsha was used for data collection. The reliability of CAT was established using Kuder Richardson 20 (KR-20) which yielded reliability coefficient of 0.70. Data collected were used to answer the research questions using mean while hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). The finding of the study showed that there was significant difference in the mean achievement scores of students taught chemistry using cues and prompts instructional scaffolding and those taught using conventional method in favour of cues and prompts instructional scaffolding. Gender was not a significant factor in the mean retention scores of students. The study recommended that chemistry teacher should integrate cues and prompts scaffolding into the teaching of perceived difficult topics in secondary school chemistry. Keywords: Scaffolding, cues, task prompts, retention, titration -------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 02-12-2019 Date of acceptance: 18-12-2019 --------------------------------------------------------------------------------------------------------------------------------------- I. Introduction Advancement in science and technology has become so dynamic that scientific knowledge is indispensable. The products of the numerous scientific advancement find applications in almost all the fields of life. It is pertinent that the masses should be able to use these products. To be able to use these products requires some level science literacy. Science literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity (Copriady, 2015).Not only is important to be science literate, it also necessary that developing countries like Nigeria should produce through her educational system scientists that can solve societal problems and boost her economy. Thus, there is need for mass science literacy and education in science for better life. For life to be meaningful, the knowledge and practice of science must become preponderant to every child. However, the best way through which scientific literacy and skills can be made relevant to the child, is by incorporating scientific activities into school works and in the daily life of the child. Science knowledge should be such that the child sees it as being able tosolve his day to day needs, problems and challenges, rather than knowledge that is only relevant in the four walls of the classroom. One of the subjects studied at the secondary school level of education that could improve scientific knowledge is chemistry. Chemistry studied the properties, uses and syntheses of matter. According to Opara and Waswa (2013) chemistry is everywhere; chemistry is life; and chemistry is the oracle of modern science. Chemistry education, therefore, enables the child to understand the world around him and should be taught from the on-set of science education. The aim of these objectives is to equip chemistry graduates with the necessary scientific literacy and skills that will enable them to face the changes and challenges of science in their society. However, Taber (2012) identified chemistry curriculum as commonly incorporating many abstract concepts, which are central to further learning in both chemistry and other sciences. Sirhan (2007) opined that these abstract concepts are important because further chemistry/science concepts or theories cannot be easily understood if these underpinning concepts are not sufficiently grasped by the student. This therefore, calls for the need to teach chemistry effectively, for better academic achievement by students.