The need to enhance the teaching and learning of key subjects in the nation's curricula for sustainable development has led to the present study of using instructional scaffolding as an enhancer of students' achievement in Computer Studies in Ebonyi State. One research question and one hypothesis guided the study. The design of the study was a quasi-experiment design of pre-test, post-test, non-equivalent control group. The population of the study was 7,251 Upper Basic 2 students and with the use of Random Sampling Technique, a sample size of 120 was drawn; 70 for the treatment group and 50 for the control group. The instrument for data collection was a Computer Studies Achievement Test (CSAT) that was duly validated and its reliability determined with a co-efficient of 0.97 using Kuder Richardson Formula 20 instrument. The instrument was administered both to the experimental and control groups with initial pre-test and post-test at the end of six weeks. The data collected were analyzed using mean, standard deviation and ANCOVA. The study findings showed that those taught using instructional scaffolding had means higher than those of the control group taught with expository method - 59.97 and 46.68 respectively. Further test using ANCOVA showed a significant difference in the two means (0.094) at Alpha level of 0.05 significance, leading to the rejection of the null hypothesis. Implications of the study were drawn and recommendations made that teachers need to be retrained in the use of instructional scaffolding for better performance of students among others.