Instructional Scaffolding is a learning process designed to promote a deeper level of learning and asynchronous learning involves learning via e-mails, blogs etc. The study was conducted in the urban area of Assam, India aimed to find out the effects of Online Technology Based Scaffolding (OTBS)on the asynchronous learning performance in relations to self-efficacy and persistence of school students. Non Equivalent Quasi Experimental Design used to conduct the experiment where pre test and post test used to assess the learning performance over traditional approach. Class VIII students (N = 40) of 'School 1' was counted as the non scaffolding group and 35 students of class VIII of 'School 2' was assigned for the Scaffolding group. It was resulted that 1) the effects of online technology based scaffolding was statistically significant over traditional approach, 2) misinformed factor of self-efficacy was comparatively lower in scaffolding group than the traditional group, and 3) the mean score of current purpose perusing factor of persistence found higher among the participants of the scaffolding group than the participants of the traditional group because of the influence of scaffolding learning.