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This study examined the effect of scaffolding instructional strategies and gender on the performance of pupils in Basic Science and Technology in public primary schools in Rivers State. Two specific objectives and two null hypotheses guided the study. Non-randomized pretest, post-test and control group experimental design was adopted for the study. The population size consisted of 42,409 basic four pupils; out of which 147 were drawn as sample size using purposive sampling technique. The instrument for data collection was the Basic Science and Technology Performance Test. The data was analyzed using Analysis of Covariance (ANCOVA). The findings of the study revealed that there is a significant difference in the Basic Science and Technology mean performance scores of pupils taught with scaffolding instructional strategies and those taught with conventional method. The Basic Science and Technology mean performance scores of boys and girls taught with scaffolding instructional strategies does not differ significantly with those taught with conventional method. Recommendations were made which include that scaffolding instructional strategy should be used in classroom teaching/learning interaction to enhance the teaching and learning of pupils as well as improve their performance in all subjects.
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