Effect of instructional scaffolding on academic achievement and accounting anxiety in relation to attitude towards accounting

Abstract

This study assessed the effect of instructional scaffolding on academic achievement and accounting anxiety in relation to attitude towards accounting. Sample of the study consisted of 100 commerce students of XI grade selected from two schools of Jalandhar City which were randomly assigned to experimental group and control group. Experimental group was taught by using the Instructional scaffolding technique and control group was taught with conventional method. Present study employed an experimental method with pre test post test control group design. Self constructed and validated tools such as academic achievement test, accounting anxiety scale and attitude towards accounting scale were used for collecting the data. Descriptive statistics namely mean, median, mode, standard deviation, skewness and kurtosis were used to see the nature of distribution of the scores. t- test was employed to find out the significance of difference between means related to different groups and different variables. 2×2 Analysis of variance was employed on the mean gain scores of academic achievement and accounting anxiety of the students to test the hypotheses related to teaching strategies and to find out the main and interaction effects of teaching strategies and classificatory variable (i.e. attitude towards accounting). Graphical presentations were used for descriptive analysis and visual perception of the data. Results of the study revealed that Academic achievement (gain scores) of experimental group is significantly better than that of control group. So, Instructional scaffolding is a better technique for teaching accounting as compared to conventional method of teaching. Academic achievement (gain scores) of favourable attitude towards accounting group is significantly better than that of unfavourable attitude towards accounting group of students. Therefore, Attitude towards accounting has positive relationship with academic achievement.