Title: Teacher Competence In The Use Of Scaffolding Instructional Strategy For Teaching Pupils With Dyslexia In Ilorin West, Kwara State
Authors: Esther Oluwatimileyin OGUNFEYITIMI
Volume: 10
Issue: 6
Pages: 131-134
Publication Date: 2026/06/28
Abstract:
Teachers have the responsibility of ensuring that all students in their care learn effectively, as students with Dyslexia need more student-centered strategy to learn effectively, scaffolding can be employed to ensure that students with Dyslexia learn more effectively. Thus the study examined the competence of teachers on the use of scaffolding to instruct students with Dyslexia in Ilorin West local government of Kwara state. The research design adopted for this study was a descriptive survey research design. The population of this study were all the teachers of Primary School Students in Ilorin West, Kwara State. Random sampling technique was used in selecting ten schools in Ilorin West. One hundred and twenty participants were randomly selected to take part in the study. The instrument used was a Teachers' Competence on the Use of Scaffolding as an Instructional Strategy Questionnaire (TCUSISQ). The reliability of TCUSISQ yielded reliability coefficient of 0.91.The instruments were both face and content validated by selected lecturers in the Department of Special Education, Kwara State University. One research questions and two hypotheses were generated for the study. The demographic data of the participants as well as their scores were analysed using frequency counts, mean and percentage, while the two hypotheses were tested using Analysis of Variance (ANCOVA) at a 0.05 level of significance. The result indicated that there was significant difference in level of competence of teachers' in the use of scaffolding in teaching students with dyslexia based on experience (F(3,116) = 6.885;P<0.05), There was no significant difference in level of competence of teachers' in the use of scaffolding in teaching students with dyslexia based on educational qualification (F(4,115) = 3.174; P>0.05). Based on the findings it was concluded that teachers have high competence based on experience. It was recommended that teachers should be encouraged by School Heads and related Ministries to use a scaffolding as an instructional strategies for teaching students with dyslexia rather than continuous use of the conventional method.