Abstract
Developing teaching strategies has become the cornerstone of education. The most successful educational strategies are those that adhere to their vital role to students as they focus on raising the students’ attitude towards learning. This research shed some light on the impact of scaffolding strategies on middle school students’ attitudes towards the science subject. Specifically, the aim of this research is twofold: to examine students’ attitudes towards learning and enjoying science and to emphasise their attitudes towards science teachers and their teaching methods in the classroom. A quasi-experimental research design was implemented to achieve the research objectives involving pre- and post-test for the experimental and control groups. The research population consisted of 84 ninth-grader science students in Saudi. A questionnaire of 24 items was developed to cover the major dimensions of the study after being validated by relevant experts. After conducting the questionnaire, data were collected accordingly and then analysed using descriptive analysis and inferential statistics. Findings showed a significant difference in the science student’s attitude in favour of students who were taught using scaffolding strategies compared with those taught using conventional teaching methods. Based on the findings, the research proposes that scaffolding strategies should be applied as educational venues of learning autonomy to students in classrooms that directly and indirectly promote students’ positive attitudes towards learning science. The research concluded with a recommendation that scaffolding strategies should be applied when teaching science for better outputs. Therefore, policymakers and curriculum planners need to adopt scaffolding as a typical teaching strategy for the art of teaching in general and science in particular.
Highlights
Science is defined as a collection of empirically supported, systematic and objective information that removes people from preconceived notions (Cermik & Fenli-Aktan, 2020)
Before testing the hypothesis, an independent sample T-test and analysis of variance (ANOVA) was conducted on the independent samples
The dependent variables of the research include three domains of attitudes, and the results revealed no significant differences in the variables test
Summary
Science is defined as a collection of empirically supported, systematic and objective information that removes people from preconceived notions (Cermik & Fenli-Aktan, 2020). Attitude may be described as a learned internal state that influences the person’s decisions concerning other people, events and various circumstances (Senemoglu, 2018). Several studies showed that adopting engaging instructional methods may help students develop more positive attitudes about learning (Altiparmak, & Eryilmaz-Muştu, 2021; Artino, 2012). According to a growing corpus of research, increasing evidence shows that the relationships between students’ attitudes about science and their performance in science are favourable (Liou, 2014; Liou et al, 2020; Ural & Gençoğlan, 2020). How students’ attitudes about science function as mediators in the relationships between instructional methods and student performance in science classes is still unclear
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