Scaffolding Teaching Research Articles

SCAFFOLDING: A KEYSTONE IN TEACHING CHEMISTRY FOR GRADE 8 STUDENTS

This study answered the following questions: (1) What are the scores of students in pre-test and post-test; (2) What are the mean scores of the students in scaffolding activities and scaffolding seatwork; (3) Is there a significant difference between the pre-test and post-test mean scores; and (4) What is the level of effectiveness of scaffolding teaching approach in terms of scaffolding activities and scaffolding seatwork? The study was conducted to prove that there is a significant difference in the pre-test and post-test among the respondents. The respondents of the study were composed of three (3) sections at Sampaguita Village National High School to test the effectiveness of using Scaffolding Teaching Approach in chemistry. In this study, purposive sampling method was used in choosing the respondents. Based on the presentation and analysis of data, the following findings were obtained: (1) During the pre-test stage, the lowest score from group A was 2 and the highest score was 16 with the mean value of 9.70 and standard deviation of 3.333 with an analysis of Fair. For group B, the lowest score was 4 and the highest score was 21 with the mean value of 10.34 and standard deviation of 3.625 with an analysis of Fair. For group C, the lowest score was 3 and the highest score was 20 with the mean value of 12.16 and standard deviation of 3.962 with an analysis of Satisfactory; (2) During the post-test stage, the lowest score from group A was 16 and the highest score was 28 with the mean value of 21.54 and standard deviation of 3.048 as Very Satisfactory. For group B, the lowest score was 20 and the highest score was 28 with the mean value of 22.38 and standard deviation of 2.308 with an analysis of Very Satisfactory. Group C on the other hand, got the lowest score of 15 and the highest score of 29 with the mean of 23.13 and standard deviation of 3.927 described as Very Satisfactory. The following are conclusions derived from the data and results of the study have been presented, analyzed and interpreted: (1) The Performance Level in Pre- test of group A, B and C was considered poor before applying scaffolding teaching approach; (2) The Level of Performance Level in Post-test of group A, B, and C was described as Very Satisfactory. This means that scaffolding teaching technique helps the respondents in understanding the lessons in chemistry; (3) there was a significant difference in the pre-test and post-test results using scaffolding. After using the scaffolding teaching approach, group A, B, and C gained a greater mean score in the post-test than in the result of the pre-test. Over all the result of the effectiveness of scaffolding teaching approach is significant in the study; and (4) During the application of Scaffolding Teaching Approach, series of activities are given to the respondents and the results shows that there is an improvement when it comes to the learning outcomes of the respondents. Hence, the Scaffolding Teaching Approach is effective.

Research on Scaffolding Instruction Strategies for English Writing Teaching of Rural Junior Middle School Students in China

In the teaching process of English composition writing of rural junior middle school students, there are some common cases that students "don't know how to start, the composition structure is not clear, the vocabulary sentence pattern is scanty and improper ". In view of these problems in teaching, this paper introduces scaffolding teaching strategy, designs the vocabulary sentence structure, writing frame, online interactive frame and other strategies to assist students in English writing based on the practice of English writing teaching. Through scaffolding teaching practice, the strategy and process of applying teaching scaffold to specific learning situation are explored. The results show that :(1) Scaffolding teaching ability can improve the English writing level of rural junior high school students, but also improve the learning interest of English writing in the process of learning;(2) Scaffolding teaching should not only pay attention to the process of knowledge construction, but also pay attention to the cultivation of students' interest in English learning to promote the development of learners' English writing ability.

The Application of Scaffolding Instruction to College English Writing Teaching In Minority Area of China

Abstract
 Writing is an important part of English, and it is one of the abilities of communication that students must need. However, there are many problems in the writing process. The students and teachers do not pay much attention to the English writing, and the college school students’ writing is not so good. Scaffolding teaching is a specific teaching method based on the Constructivist Theory. The author applied the Scaffolding teaching method to the teaching of English writing in College for six weeks. The author tries to test whether scaffolding method stimulates students’ interest in writing, and improve students’ proficiency in English writing.

Helping students to get better grades in mathematics at the elementary level

The current study is conducted to explore the learning potential of students at the elementary level by using the scaffolding technique. The study aimed to measure the efficiency of the scaffolding teaching method provided to the students at the elementary level. As it was an experimental study, so, no population was defined. The sample was selected from Gov. Girls Higher Secondary SchoolModel Town A, Bahawalpur, Punjab, Pakistan. All 6th classes of this school were included to analyze the effect of scaffolding as an intervention. Retention of learning after 3 months, the provision of scaffolding in comparison to the traditional method was assessed. After the posttest, there was a retention test as the final test from all four groups. Solomon's four-group design was used for this experiment in which there were 40 students in each group and 160 total participants. In the current study, Pretest, posttest, and after 3months retention test was conducted as research tools. To analyze the data, SPSS version 20 one-sample t-test were used to analyze the data. The Data revealed that scaffolding was proved to be a better strategy compared to the control group. Even the results of retention of learning skills were higher than the control group. Students showed good understanding, remembering, and better-solving processes in experimental groups. Study recommended that scaffolding teaching needs a highly structured supervised environment and may be conducted in controlled conditions. It is recommended that in teacher education, the prospective teachers may be prepared in the principles, procedures, and rules of scaffolding. A due consideration may be given to teaching strategies in all teacher education programs in the country as it is an innovative and progressive way of teaching.

A New Online and Offline Blended Teaching System of College English Based on Computer Internet Technology

Through the analysis and research of the multimedia teaching platform system based on computer Internet technology, this paper proposes constructing a network multimedia teaching platform system based on streaming transmission to realize the sharing of excellent teaching resources in colleges and universities and the development of education and teaching. The design and development of each module of the teaching platform are completed, and the realization technology of each module function is explained. We completed the design and implementation of some auxiliary functions of the teaching platform, including the system usage help module, resource search module, and online on-demand playback functions. After the experiment, we compare the changes of students’ English anxiety before and after the experiment and conduct interviews with them. The results show that the application of the Internet-based scaffolding teaching model in college English reading teaching can alleviate students’ English learning anxiety. Through interviews to understand students’ feedback and evaluation of the new teaching model, it was found that most students hold positive evaluations of the Internet-based scaffolding teaching model, believing that the new teaching model can stimulate students’ English learning enthusiasm and increase confidence in English learning.

The Effectiveness of Scaffolding Model in Teaching Reading at Senior High Schools

This research is aimed at identifying the students’ ability in reading by using scaffolding teaching model. This is an experimental research that was carried out at senior high school. There were three senior high schools in Padang that became the location of the research, namely SMAN 1, SMAN 7 and SMAN 8 Padang. The population for this research consisted of the students studying at grade X at the three schools respectively. Meanwhile, the sample was taken by using cluster random sampling technique. The whole number of sample was 192 students, namely, 64 students studying at each school. The research instrument used in this research was reading test consisting of 30 items. After carrying the research for about three months the researcher found the result as follows. The findings of the research indicated that the students’ reading achievement taught by scaffolding model was better than those who were taught by conventional model. To prove it, the researcher used t-test formula. The result showed that scaffolding model gave significant effect towards the students reading ability compared to the conventional one.

Innovative in Teaching Mandarin through Scaffolding Strategies

The arrival of advanced communication and information technologies has changed the method of teaching and learning in the 21st century. Thus, different types of impactful teaching approaches have been applied by educators to ensure that the focus of education is not only to deliver knowledge but also to cultivate students’ problem solving, creativity, collaboration and communication skills. In view of a subject which is totally new to students, they need time to learn and practise the skills learned which include listening, speaking, reading and writing. However, the credit hour for the particular subject is only two hours per week, which is a challenge for the lecturer to guide students in achieving the learning outcomes of the subject and to implement the teaching and learning process. Therefore, the scaffolding teaching method was chosen as an action research to see the impact on student’s learning. The focus of the study was Introductory Mandarin Level 1. The new roles of teachers were applied through a mechanism including self-learning, group discussion, and presentation. Lecturer had designed and created self-learning notes as a reference to help students understand the particular lesson, facilitated students using effective questioning skills and summarized the lesson at the end to scaffold students’ learning. At the end of the semester, students were required to answer a survey questionnaire regarding teaching and learning. This approach gave a positive result which showed that it managed to motivate students to participate in class. Students enjoyed the activities in class and were more active and confident to express their ideas as they understood the topic well during their discussion rather than one way lecture in the class.
 Keywords: Scaffolding, Google Slides, Google Classroom, Online Distance Learning

Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness

Visual challenges for learners who are blind may lead to decreased learning effectiveness, motivation, and engagement in learning science-related courses due to accessibility issues. Therefore, the purpose of the study was to integrate the multi-sensory scaffolding gamification teaching model using mobile technology and card games to develop an accessible biology learning activity for totally blind students. The mobile technology provides cognitive scaffolding through the auditory sense. Moreover, the card games emphasize learners' collaboration process, which leads to more in-depth peer interaction. With the integration of mobile technology and card games, the researchers systematically investigated students’ learning effectiveness, motivation, flow state, game acceptance, and behavioral patterns in the proposed gamification science course unit. Thirty-two middle school students with total blindness participated in this study.The findings indicated that the learning effectiveness of the learners within both groups (multi-sensory scaffolding teaching materials were applied) showed a significant increase. The results also showed that the design of the multi-sensory scaffolding met the learning needs of learners with total blindness in science education. These findings can contribute to the future development of designing and teaching science-related courses by integrating an accessible multi-sensory scaffolding approach that enriches and increases the understanding of abstract science concepts of students who are totally blind.

Gestures and the Spoken Language: A Crucial Semiotic and Symbiotic Relationship in Multilingual Mathematics Classes

This study’s focus was two-fold, first to look at forms of gestures teachers of multilingual mathematics classes use during teaching; and second to find out how teachers of multilingual mathematics classes utilize learners’ home language, language of learning and teaching and gestures to foster understanding in the teaching of mathematics. This qualitative case study is informed by the embodied cognition theory and social constructivism. Two purposively selected Grade 11 teachers were observed and video recorded while teaching trigonometry for a week in a multilingual policy environment. They were each interviewed for an hour. Results shows that iconic and deictic gestures were frequently used to link the teacher’s verbal language and the diagrams on the chalkboard or what was previously learnt, to ground cognition into the physical teaching and learning environment. Metaphoric gestures were less used while beat gestures were not used. Results also show that there exists an intricate semiotic and symbiotic relationship between gestures (bodily actions), and spoken language (in two or more languages in the same environment). In this paper, I conclude that in multilingual classes all forms of teacher gestures that indicate and refers to objects and locations in reality may help improve learning. Gestures and verbal languages complement each other, and should be used as resources for mediating and scaffolding teaching and learning.

A Research on the Influence of Scaffolding Teaching on Junior High School Students’ English Reading Ability

This research tries to apply the scaffolding teaching mode in English reading teaching, with the purpose of enhancing students’ interest in reading and improving their reading levels. This study explores whether scaffolding teaching can enhance students’ reading interest and thus improve junior high school students’ English reading ability. After a 3-month-long teaching experiment, through the comparison and analysis of questionnaires and English reading scores, it is found out that scaffolding teaching is beneficial to enhance students’ reading interest and improve students’ reading level.

Application of Scaffolding in Combination with Other Teaching Strategies in Translation Lessons among Senior High School Students in China

This study measures the effectiveness of combining group discussions, pre-questionings, or both with scaffolding teaching strategies in translation lessons based on Angelelli's translation competence model. However, in practice, the feasibility of using the Angelelli’s scoring scale to measure translation competence requires further verification by other empirical studies. The results of this study are only for reference, in hope that future researchers may contribute to the improvement in this subject.

Innovative Educational Practice for Impactful Teaching Strategies through Scaffolding Method

As technology progresses in education, 21st-century educators need to use impactful instructional methods to ensure that the focus of education is on preparing today's children for the future. However, the biggest challenge for most lecturers in Multimedia University is teaching the non-graded subjects (pass or fail in nature). Since the subjects do not affect the CGPA, students were found not being serious or showing interest in the class. Consequently, it affects the learning outcome of the subject and also the psychosocial and moral of the students and lecturers. Therefore, action research using the Scaffolding method with a group of lecturers teaching non-graded subjects to see the effectiveness and impact on student’s learning. Grooming and Professional Etiquette subjects were chosen to be the focus of this study. The lecturers applied the new role of teachers in education using the scaffolding teaching method. Students were given tasks to organize a grooming and professional etiquette program while they showed groomed behavior. There were lectures and small discussions in the class before the event. There were peer discussion and collaboration before and during the event with minimum supervision from the lecturers. Survey questionnaires were distributed to the students at the end of the event/class for the particular semester. The results showed that this approach managed to boost up students’ grooming and professional etiquette as well as their class participation. They enjoyed the activities, more attentive, and confident when experiencing the task themselves rather than listening to lectures and watching videos in the class.
 
 Keywords: Education, Professional etiquette, Scaffolding, Teaching strategies

Effectiveness of scaffolding-based interactive teaching materials: reflective thinking ability in prospective teacher mathematics

This research is motivated by the importance of reflective thinking skills in prospective teacher students. This ability is felt to be lacking especially in prospective teacher students at one of the state universities in Banten Province, even though they need this ability to train their students. One of the efforts given is interactive scaffolding-based teaching materials. Teaching materials are developed by using computer technology. This study uses a quasi-experimental research method. The population of this study is a student candidate for mathematics teacher at a state university in Banten with a sample of 2 classes taken by students who are taking courses related to learning. The instrument used was a test of reflective thinking ability in the form of a matter of description. Processing data using non-parametric U-Mann Whitney statistical tests. The results of this study concluded that the reflective thinking ability of pre-service mathematics teachers of students with the application of learning through interactive Scaffolding teaching materials is better than that applied in learning with teaching materials in the form of PPT. This conclusion is indicated by the data value of Asym. Sig = 0.278 is greater than 1 / 2∝ = 0.025

Effect of Metacognitive Scaffolding Teaching Strategy on Secondary School Physics Students’ Achievement and Attitude to Thermal Energy

This study investigated the effect of metacognitive scaffolding teaching strategy on secondary school physics students’ achievement and attitude to thermal energy in Federal Capital Territory (FCT), Abuja, Nigeria. The study asked two research questions and postulated two null hypotheses which were tested at 0.05 level of significance. Quasi experimental research design involving non randomized control pretest-posttest design was utilized. The study population consisted of 2,699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select two intact classes having 75 SSII physics students from two SS as sample for the study. Two instruments consisting of Thermal Energy Achievement Test (TEAT) and Attitude to Thermal Energy Questionnaire (ATEQ) were used for data collection. The data collected from these instruments were analyzed using Statistical Package for Social Science (SPSS). The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA). Findings from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better than those physics students taught using conventional teaching method. Also, physics students taught using metacognitive scaffolding teaching strategy had better attitude towards thermal energy than their counterparts in the control group. Based on these findings, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy. Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferences.

Gender Issues in Achievement and Retention among Secondary School Students Taught Thermal Energy Using Metacognitive Scaffolding Teaching Strategy

This study investigated gender issues in achievement and retention among secondary school students taught thermal energy using metacognitive scaffolding teaching strategy in Federal Capital Territory (FCT), Abuja, Nigeria. Four research questions were asked, while four null hypotheses were tested at 0.05 level of significance. Quasi experimental research design involving non-randomized control pretest-posttest design was utilized. The study population consisted of 2699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select two schools for the study. From the two schools, two intact SSII classes were selected consisting of 75 SSII physics students. The instrument used for data collection consists of Thermal Energy Achievement Test (TEAT). The data collected from the instrument were analyzed using Statistical Package for Social Science (SPSS). The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA). Findings from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better in their achievement scores than those taught using conventional lecture method; Male physics students did not perform better than their female counterpart when taught using metacognitive scaffolding teaching strategy; Physics students taught using metacognitive scaffolding teaching strategy performed better in their retention scores than their counterparts in the control group; Male physics students did not perform better in their retention scores than their female counterpart when taught using metacognitive scaffolding teaching strategy. Based on these findings, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy. Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferences.

Multimodal Scaffolding Teaching: Role-Taking or Role-Creating in an English as a Foreign Language (EFL) Oral Communication Class in Japan

This study is an investigation of the impact of multimodal scaffolding teaching through in-class drama workshop tasks among a group of first-year English education major students studying English in an EFL oral communication class at a national university in Japan. Students’ role-play dialogues were video-recorded and transcribed to identify oral communication challenges so as to make informed interventions in a series of drama workshops that were again video-recorded and transcribed after the intervention to assess progress made in addressing the original communication problems. Questionnaires and interviews at the start and end of the study were used to measure students’ enthusiasm and analyse their self-assessment. The findings indicate that scaffolding drama workshops in which students create role-play dialogues engages them in the subject, facilitates their learning, and brings out multimodal features that are necessary for effective oral communication. This study evaluates the effect of role-creating and role-playing on student interaction and oral communication improvement through the assessment of the efficacy of “multimodality” and “scaffolding”. Multimodality is “the phenomenon in texts and communicative events whereby a variety of semiotic modes are integrated into a unified whole” (Van Leeuwen & Kress 2001: 107). Scaffolding, first described by Wood et al. (1976) involves tailored ...

Web-Based Scaffolding Teaching of EAP Reading and Writing

With the deepening development of educational reform of College English, its transformation has become an inevitable problem. EAP teaching has become a new topic in College English teaching under the objective situation of the great progress where bilingual teaching in key national universities has made. Based on the Sydney School’s scaffolding instruction framework of EAP reading and writing, in combination of the training objectives and course settings for the talents from advanced science and engineering universities, we have conducted an empirical research on web-based scaffolding pedagogy of EAP literacy cultivation. In the follow-up questionnaires, students have general reflex that independent EAP reading and writing ability has met a significant improvement, and the awareness of self-learning and cooperative learning has been fully tapped.

The Application of the Scaffolding Teaching Model in the Law Course

Scaffolding teaching is a more mature teaching mode. This paper presents the theoretical basis and basic links of scaffolding teaching, expounds the concrete application of the scaffolding teaching mode in the course of law teaching, and summarizes the advantages and problems that should be paid attention to in the teaching activities so as to improve the teaching quality of law courses.

Effects of Scaffolding Teaching Strategy on Students’ Performance in Chemistry in Secondary Schools in Ondo State, Nigeria

The study identified Addition Reaction of Unsaturated Organic Compounds in ordinary Level West African Secondary School Certificate (WASSC) Chemistry syllabus, and examined the effects of scaffolding teaching strategy on students’ performance in chemistry. The study adopted pre-test post-test experimental design with lecture method as the control group. The sample consisted of 77 participants selected from two Senior Secondary School II Students in Akoko North East Local Government Area of Ondo State. Two intact classes were classified into experimental group Scaffolding (SF=42) and control group, lecture method (LM=35). A 20 item instrument tagged Addition Reaction of Unsaturated Hydrocarbon Achievement Test (ARUHAT) was developed by the researcher and ascertained for reliability (r=0.78, p<0.05). The study was guided by two hypotheses. Data collected were analysed using t-test. The result showed that there was a significant difference in the effectiveness of SF and students’ performance in chemistry ( t=0.043), p<0.05. Furthermore, SF was found to be more effective (X=13.01 ) than lecture method (X =10.43). The study concluded that scaffolding is an effective method of teaching chemistry concepts in general and concepts involving building of models in particular. Keywords : Scaffolding, students’ performance, effects, teaching strategy.

Brain involvement in the use of games in nursing education

In this high-speed world in which everything is technologically driven, higher education also needs to incorporate technology into the scope of teaching pedagogy. Aligning educational games with the nursing curriculum is one way to address the need for technologically knowledgeable learners. Learning occurs in gaming environment is experimental, and constructive. Albeit, threading them in the nursing curriculum required in-depth knowledge about understanding brain involvement in this process. Nurse educators can thread gaming into the nursing content to ensure that learning occurs in a friendly environment. Learning games stimulates the release of dopamine in the midbrain, and the learning becomes part of long-term memory. The games must challenge and augment students’ interest so they get involved in the learning journey. The challenging environment, with clearly listed goals and ongoing feedback enhances learners’ interest and learning become part of their long-term memory. Gaming is an incomparable way of helping nursing students to learn actively and master learning skills. This literature review will discuss the phenomenon of gaming in education, the parts of brain that involved in educational games, scaffolding teaching and learning theories in designing educational games to improve and at last highlight the significance of gaming in nursing pedagogy. Use of games will open new horizon of possibilities to address various learning of different kinds of learners. This paper will act as a foundation to better comprehend the effective use of virtual world in academia.