European Scientific Journal July 2013 edition vol.9, No.19 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 149 EFFECTS OF SCAFFOLDING STRATEGY ON LEARNERS’ ACADEMIC ACHIEVEMENT IN INTEGRATED SCIENCE AT THE JUNIOR SECONDARY SCHOOL LEVEL Alake, Ese Monica M. Ed. Ogunseemi, Olatubosun E M. Ed. Department of Integrated Science, College of Education, Ikere – Ekiti, Ekiti State. Abstract This paper assessed the effects of using scaffolding strategy on the academic achievement of students in integrated science in the Junior Secondary School (JSS). Four hundred and fifty (450) students in JSS 2 were randomly selected from four Junior Secondary Schools in two Local government Areas of Ekiti State respectively. The sample was divided into two groups, two schools serving as a group. The first group was taught using scaffolding strategy (SCS), while the second group was taught using the traditional (chalk and talk) method (TRM). Two research questions were raised; correspondingly two hypotheses were formulated and tested using t- test analysis. Results showed that students exposed to scaffolding strategy performed significantly better than their counterparts who were exposed to traditional method. Also, students of schools in urban locations had better academic achievement than their counterparts in rural locations. Keyword: Scaffolding, strategy, academic achievement, integrated science, junior secondary school Introduction Man raises questions and answers them in order to give meaning to events in nature. These meanings are associated with certain objects distinct from others depending on the attributes of such objects and events. For example, when a solution of common salt and water is heated to dryness, the salt particles are left behind. The question raised is where has the water gone? Another example is when students of integrated science are exposed to a topic such as saving your energy and evaluation carried out. What could account for high failure rate in the academic achievement of these students?