This study compared the Effects of Scaffolding and Collaborative Instructional Strategies on Science and Technical Students’ Achievement in Basic Electronics in Nasarawa State, Nigeria. Two research questions and three hypotheses were formulated for the study. The study adopted a quasi-experimental research design; specifically, the pre-test post-test non-equivalent control-group experimental design was used. A sample of 63 (35 males and 27 females) from two schools were drawn using purposive sampling technique from all the 157 senior secondary school year two (SS II) students of Basic Electronics in the three science and technical colleges offering Basic Electronics in Nasarawa State, Nigeria. Basic Electronics Achievement Test (BEAT) was used as instrument for data collection. Reliability testing of BEAT was carried out with the use of Kuder-Richardson 20 (K-R 20) and a reliability coefficient of 0.82 was obtained. Data collected were analyzed using mean and ANCOVA at 0.05 level of significance. Findings of this study revealed that; students taught Basic Electronics using the scaffolding instructional strategy achieved better than those taught with the collaborative instructional strategy. It also revealed that; gender had no significant effect on students’ achievement in Basic Electronics. Based on the findings of this study, it was recommended that collaborative and scaffolding instructional strategies should be utilized by teachers to teach basic electronics in Science and Technical Colleges.
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