The purpose of the study was to determine the level of effectiveness of the use of scaffolding strategies in the selected topic in second year Mathematics based on the Mathematics the performance of the second year high school students, City of Cape Coast. The study made use of the experimental design, specifically the pretest – posttest. Two sections of the second year high school students were the participants of the study. Simple random sampling technique was used to select a school and the participants for the study. A total of 24 students were involved in the study. The instrument used to gather the data was the Mathematics Achievement Test (MAT), containing 20-items pretest-posttest. SPSS was used to analyse the data. The test statistics was paired sample t-test to estimate the mean scores, where the three hypotheses for the study were tested at 0.05 level of significance. Data were subjected to statistical analyses using the mean, standard deviation and t-test. Findings showed that: there was no significant difference between the performances of the two groups in the pre-test, significant difference existed between the performances of the two groups in the post-test, and there was a significant difference in the performances of the experimental group from pre-test to post-test. Wherefore, scaffolding (inquiry-based) strategy of teaching SHS mathematics is most efficient to yield long term learning.  Thus based on our findings, the following recommendations were drawn: 1.Teachers should use scaffolding strategy in combination with conventional strategy in teaching mathematics. 2. Teachers should continue to working for innovative changes and the integration of instructional technology in the mathematics classroom. Hence, the researchers highly recommend further studies to be undertaken with scaffolding strategy which involve intensive and extensive use of the strategy.

DOI: 10.5281/zenodo.3365428

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