Asian Journal of Education and Social Studies

Aims: To examined the effects of scaffolded microlearning model of instruction on pupils’ interest and achievement in numeracy. This was guided by two research questions and hypotheses.

Study Design: Quasi-experimental with non-equivalent pre-test and post-test control group approach was employed.

Place and Duration of Study: Central Senatorial Zone, Plateau State, Nigeria between 2025 and April 2025.

Methodology: The population comprises of 220 primary five pupils from five schools and a sample size of 65 pupils from three intact classes selected using purposive and simple random sampling. Numeracy Interest Scale (NIS) and Numeracy Achievement Test NAT) were used to collect data. The instruments were validated through face and content validity with validity index of 0.72 and 0.75 for NIS and NAT respectively. Similarly, Split-half and Cronbach alpha reliability methods were used to obtain reliability of 0.74 and 0.78 for NIS and NAT respectively. The data were analysed using mean, standard deviation, t-test and analysis of covariance (ANCOVA).

Results: Scaffolded microlearning model of instruction improved pupils’ interest in numeracy significantly with (t, _0.05,43, 9.662, p= 0.00 < 0.05) for experimental but not significant with (t,_{0.05, 19.} 1.593, 0.146 > 0.05) for the control group between the pre-test and post-test interest rating. Similarly, there was a significant difference in the numeracy achievement since (F_{1, 0.05, 65,} 7.984, p= 0.007 <0.05).

Recommendations: The study therefore recommended that the strategy should be adopted by the teachers in teaching and learning of numeracy and there should be provision of microlearning modules for teachers by government and educational managers.