Effectiveness of Scaffolding in Enhancing Students’ Learning at Primary School Level

Abstract

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This research examines the usefulness of scaffolding as an instructional approach in improving learning m results among primary school learners. This study adopts a quasi-experimental research design where two groups of primary school students, one experimental group and another control group are invited to participate in the study; while the experimental group was provided with scaffolding support, the control group has to adopt traditional teaching and learning approaches. Quantitative assessment entailed administering pre- and post- achievement tests in addition to quantitative classroom observations and teachers interviews to understand the realities of scaffolding at the actual field. Results show that the students of the experimental group have a significantly higher post-test mean than the students of the control group. However, based on the qualitative analysis of student activities in the classroom, it was noted that there was improved student vigilance, and personal learning, and growth of critical ability in the course of acquisition through use of the scaffolding strategy in relation to active learning. Difficulties observed in the practical application of scaffolding were also pointed out: planning and individual differentiation, as well as time management. These findings add to the current knowledge on scaffolding in education supporting the possibility of using scaffolding as an organizational framework for enhancing student learning achievement in the early years of primary school. Based on the findings, the following implications for best practices in scaffolding for educators, policymakers, and future research are provided.