I. Abstract
The study was conducted to determine the Effectiveness of Instructional Scaffolding in the comprehension level in Technology and Livelihood Education among First High School Students at St. Mary’s Academy of Nagcarlan, Laguna S.Y. 2013-2014. One section from the first year level in S.Y. 2012-2013 and S.Y. 2013-2014 were selected to be the respondents. This was based on their average from first grading. Each section have the same number of students. Thrity-nine students were from St. Anthony of Padua S.Y. 2012-2013 and this section was administered as the Control Group. The experimental group was represented by thirty-nine students in St. Anthony of Padua S.Y. 2013-2014. The control group underwent traditional approach in teaching while the Experimental Group was taught with instructional scaffolding.
The study sought to answer the following questions; What is the mean level of comprehension of first year students as achieved through the use of Traditional Approach and instructional scaffolding?, and Is there a significant difference between the comprehension level of the first year students with the use of Traditional Approach and instructional scaffolding?
The Coursework on Attitudes of Undergraduate Music Therapy Students Regarding Master’s Level Entry
Every profession arrives at a crossroad in a certain point of its development (AMTA, 2011a). The crossroad that undergraduate music therapists have come to concerns the level of education required for entry-level positions in the field. In the history of education and clinical training in the music therapy profession, a baccalaureate degree in music therapy (or it’s equivalent) has been required ...
The Quasi-Experimental Non Equivalent Control Group Design was used in the study. The t-test for independent sample means were used to test if there was a significant difference between the first grading average of the experimental and control group as 0.05 level of significance.
In traditional approach, the respondents got a mean of 83 and standard deviation of 3 with a remark of approaching proficiency while the use of instructional scaffolding the respondents got a mean level of 85 and standard deviation of 3 with a remark of proficiency. These can be inferred that the students performed well being taught with instructional scaffolding.
There was a significant difference between the comprehension level of the respondents in traditional approach and with the use of instructional scaffolding. The respondents who underwent traditional approach obtained a mean of 83 and the respondents who had been taught with instructional scaffolding with the mean of 85 with the mean difference is 2 and with 0.00358447 P-value.
In the process of the study. It was found out that the use of instructional scaffolding was quite effective in improving the comprehension level of the students. This suggested that the use of instructional scaffolding was helpful to students for them to develop their skills and potentials.
II. Introduction
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. St. Mary’s Academy of Nagcarlan adopted the curriculum since it is implemented in the Philippines in the S.Y. 2012-2013. The school intends to strengthen is learning areas particularly the Technology and Livelihood Education (T.L.E.) subject for it focus on technical skills and development. It covers the exploratory phase (Grades 7 and 8): mensuration and calculation, technical drafting, use of tools and equipment, maintenance of tools and equipment, and occupational health and safety. This phase will let the students determine their own field of specialization. The specialization phase is from Grades 9 to 12 where students will master their chosen field that may predict their own future work or expertise.
The Homework on Good Student And Good Teacher
Good teachers have a good qualifications and subject knowledge; they are organised, energetic and have empathy and good communication skills. This is obviously important for good education. However, it is really the diligence and intelligence of the student that determines whether learning will be successful or not. Although every student benefits from good teachers, only a fraction of a ...
Teachers from the area of T.L.E tends to develop the teaching and learning process that they will give to the students of SMAN for them to be ready and competitive in the global community. Through various seminars and research the T.L.E. area adopt the use of instructional scaffolding with the recommendation of the Academic coordinator and the Administration.
Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children’s oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with informal instructional formats within which their learning is facilitated. This theory was supported by Jesper Hoffmeyer as ‘semiotic scaffolding’. Interactional support and the process by which adults mediate a child’s attempts to take on new learning have come to be termed “scaffolding.” Scaffolding represents the helpful interactions between adult and child that enable the child to do something beyond his or her independent efforts.
Now the challenge for the T.L.E. teachers in St. Mary’s Academy of Nagcarlan is how they will use effectively instructional scaffolding that aimed to improve the performance of the students in T.L.E.
III. Background of the Study
High school graduates nowadays are having problem in choosing their career in college for they are not aware of their specific skills and or not prepare due to lack of mastery in their field of specialization. The T.L.E. with the adoptation of the K-12 curriculum tends not only to prepare students for college but also train them to be ready in the field of business and entrepreneurial work or employment. The researcher used instructional scaffolding to improve the performance of the K-12 students of SMAN in the subject T.L.E.
The Essay on How does communication device helps students in their studies
Background Over the years as technology keeps improving, more and more people are using it in their daily lives. Over these past few decades, there has been a significant advancement in the field of technology. What is more obvious in the public eyes nowadays is the advancement of communication devices. Communication devices are equipment or hardware designed to move or convey information or data ...
Aside from using instructional scafolding a teacher needed to determine what kinds of scaffolding to be use to benefit the needs of the students. According to Simon and Klein, 2007 soft scaffolding in the classroom would be when a teacher circulates the room and converses with his or her students. The teacher may question their approach to a difficult problem and provide constructive feedback while embedded or hard scaffolding the teacher may identify hints or cues to help the student reach an even higher level of thinking (Holton and Clarke, 2006).
Reciprocal scaffolding, a method first coined by Holton and Thomas, is a method that involves a group of two or more collaboratively working together. In this situation, the group can learn from each other’s experiences and knowledge. The scaffolding is shared by each member and changes constantly as the group works on a task (Holton and Clarke, 2006).
The academic coordinator introduced scaffolding to the researcher at the start of the S.Y. 2012-2013 to improve the teaching and learning process of the T.L.E. area. The researcher had attended seminar workshop to further improve its knowledge about scaffolding. It was conducted at St. Mary’s Academy of Nagcarlan AVR room on October 25, 2013 where scaffolding is further discussed. Aside from that the researcher undergoes online research that enhanced its knowledge and expertise about scaffolding.
IV. Purpose of the Study
To cope up with other schools that is offering the same curriculum
St. Mary’s Academy of Nagcarlan is determining ways to upgrade its teaching learning process through various studies. The researcher practices the use of instructional scaffolding to improve the performance of the students in T.L.E.
V. Significance of the Study
It was expected to reveal the application of instructional scaffolding among the first year students at St. Mary’s Academy of Nagcarlan, Laguna S.Y. 2013-2014. This was considered significant and would be of great help to the following individuals for varied reasons.
School Administrators/Principal
This study may help the administrator/principal to know what is best for the school. Upon knowing the effectiveness in using instructional scaffolding, they will be interested in conducting annual seminar-workshop that would be of great help in the improvement of the teaching-learning process and professional growth of teachers. Also, they will be motivated to evaluate the best learning styles for the betterment of the instruction.
The Term Paper on Ability Grouping Students Class Groups
Ability grouping is a widely spread practice used among many educators today. Between-class grouping is by far one of the most commonly used types of ability grouping. "The goal of this grouping is for each class to be made up of students who are homogeneous in standardized intelligence or achievement test scores" (Snowman, Biehler). In this type of grouping, the schools separate their students ...
Teacher
As the prime mover of instruction and designer of the lesson, he can be updated to new innovations in teaching appropriate for the students. This result will help them understand individual differences. They will be able to choose the appropriate instructional scaffolding. In this way, the acquired knowledge, skills and values they have imparted to the students would endure the test of time.
Students
The findings of this study can be of help to the students for it will tap their full potential from the first step of guidance until the mastery of their specialization. The knowledge and skills that they have acquired would retain longer and able to transfer them in real life context.
Parents
The parents can be benefitted for they are assured that their children are learning innovatively in different areas of Technology and Livelihood Education with the use of instructional scaffolding.
Other Researchers
This study can serve as guide and basis of future researchers in conducting similar studies in which they may dig deeper into its other angles.
VI. Research Method
Experimental Method was used in this study. Two groups were involved, the experimental group, which were taught with instructional scaffolding and the control group which received the common or traditional approach.
The research employed the Quasi-Experimental Non equivalent Control group Design. (Staub 2003) According to him, this research design involved collection of data for different experimental situation. It was adopted to determine the effectiveness of instructional scaffolding in Technology and Livelihood Education. This treatment was given to the experimental group. The first grading grades are used. This served as the baseline to determine the improvement of each student that was considered as the measure of comprehension.
Population and Sampling Techniques
Out of 249 total populations of the first year students S.Y. 2012-2013 in St. Mary’s Academy of Nagcarlan, one section was chosen as participants in the study. This section was the St. Anthony of Padua, which was the control group consisting of (39) thirty-nine students and St. Anthony of Padua of the S.Y. 2013-2014 with a total population of 235 was the experimental group that also consist of (39) thirty-nine students too.
The Term Paper on Should Educational Institutions Actively Encourage Their Students to Choose Fields of Study That Will Prepare Them for Lucrative Careers?
For monetary benefits or for pure interest? Many young pupils are faced with this kind of question when they are choosing fields of study. The answer, in my opinion, is far more than a simply either A or B. The choice of the field of study, however, is based on a thorough consideration from material benefits, to intellectual satisfaction . The educational institutions should never actively ...
The study used purposive sampling in choosing the respondents. Two groups of students were selected they both belong to a heterogeneous groups with different school year. The two sections had a population of (39) thirty-nine students.
| |Number of Students |
|Group | |
| | |Female |Total |
| |Male | | |
| |20 |19 |39 |
|EXPERIMENTAL GROUP | | | |
|S.Y. 2013-2014 | | | |
|(St. Anthony of Padua) | | | |
| |23 |16 |39 |
|CONTROL GROUP | | | |
|S.Y. 2012-2013 | | | |
|(St. Anthony of Padua) | | | |
Research Procedure
The research procedure began when a research group was formed during the S.Y. of 2012-2013. The two groups of students were selected through their average in T.L.E. from the first grading period of its school year; the number of the class population was also included.
The common/traditional way of teaching was used to the control group. This was to determine the first grading average of the students in Technology and Livelihood Education.
The Coursework on Analysis and Action Plan for Student Learning
Part A: The candidate with the approval of the school leadership will establish a professional learning community with a minimum of three peers to research areas of need in student learning and development in school. On January 17, 2012 a request was made for permission via email from principal, Roger Edwards to complete my internship at HCHS. He responded the same day and granted me the approval ...
The experimental group was given the same lessons as that of the control group. However, in the experimental group, the lessons were conducted with the instructional scaffolding.
After the result of the first grading of the students in Technology and Livelihood Education. The results were recorded and tabulated.
Research Instrument
Instructional Scaffolding – is a learning process designed to promote a deeper level of learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006).
Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following:
• resources
• a compelling task
• templates and guides
• guidance on the development of cognitive and social skills
Use of instructional scaffolding in various contexts:
• modeling a task
• giving advice
• providing coaching
These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Teachers help the students master a task or a concept by providing support. The support can take many forms such as outlines, recommended documents, storyboards, or key questions.
Statistical Treatment
The data gathered in this study were presented, tabulated and analyzed to determine the effectiveness of Instructional scaffolding in the comprehension level in Technology and Livelihood Education.
The statistical tools used in this study were as follows:
The mean and standard deviation were employed in the study for the descriptive presentation of variables after the data were encoded, tabulated and analyzed.
The t-test for independent sample means was used to test if there was no significant difference between the post-test mean scores of the experimental and control group as 0.05 level of significance. The statistical tool was engaged for the study concerning two groups, but their means were not correlated. This specific test was used to determine if an observed difference between the averages of the two groups was statistically significant.
The remarks were based on the following rate:
90 – 100 O – Advanced
85 – 89 VS – Proficiency
81 – 84 S – Approaching Proficiency
75 – 80 D – Developing
74 Below B – Beggining
VII. Statement of the Problem
This study aimed to determine the effectiveness of instructional scaffolding in the comprehension level in Technology and Livelihood Education of the first year students of St. Mary’s Academy of Nagcarlan, Laguna S.Y. 2013-2014.
Specifically, this study sought answers to the following questions:
1. What is the mean level of comprehension of first year students as achieved through the use of:
1.1. Traditional Approach (S.Y. 2012-2013)
1.2. Instructional Scaffolding? (S.Y. 2013-2014)
2. Is there a significant difference between the comprehension level of the first year students with the use of:
2.1. Traditional Approach (S.Y. 2012-2013)
3.2. Instructional Scaffolding? (S.Y. 2013-2014)
Null Hypotheses
Based on the problem cited, the hypothesis was formed.
There is no significant difference between the comprehension level of the first year students of S.Y. 2012-2013 to the first year students of S.Y. 2013-2014 with the use instructional scaffolding and traditional approach.
VIII. Theoretical Framework
Scaffolding comes from Lev Vygotsky’s concept of an expert assisting a novice, or an apprentice. Wood, Bruner, and Ross’s (1976) idea of scaffolding parallels the work of Vygotsky. They described scaffolding as the support given to a younger learner by an older, more experienced adult. This concept has been further developed by Jesper Hoffmeyer as ‘semiotic scaffolding’. Though the term was never used by Vygotsky, interactional support and the process by which adults mediate a child’s attempts to take on new learning has come to be termed “scaffolding.” Scaffolding represents the helpful interactions between adult and child that enable the child to do something beyond his or her independent efforts. A scaffold is a temporary framework that is put up for support and access to meaning and taken away as needed when the child secures control of success with a task. Cazden (1983) defined a scaffold as “a temporary framework for construction in progress”. For example, parents seem to know intuitively how to scaffold their children’s attempts at negotiating meaning through oral language. The construction of a scaffold occurs at a time where the child may not be able to articulate or explore learning independently. The scaffolds provided by the tutor do not change the nature or difficulty level of the task; instead, the scaffolds provided allow the student to successfully complete the task.
The researcher used instructional scaffolding to guide the students in every lesson and activities for them to gain knowledge and improve as the lesson develop until mastery is obtain.
IX. Review of Related Literature/Studies
This section presents literatures that served as background information in conducting this study.
Comprehension Level
Cuddeback (2002) developed accelerated Reader (AR) a computer based reading and management program that is designed for students in grades K-12. AR is developed and distributed by Advantage Learning Systems, a Wisconsin based company. The goal of AR is to provide measurable reading practice time for each student participant. It purports to supplement any class-based reading curriculum by providing the teacher and each student in the class immediate feedback on how well reading material has been comprehended.
Brownell (2009) cited the role of a special educator is quite complex. At the elementary level, there is a consensus that a qualified special educator should know how to teach students to read and should possess some knowledge about mathematics and writing instruction. However, in order to provide a high-quality special education, teachers need additional knowledge about disabilities, teaching basic skills to struggling readers, student motivation and classroom management, and social skill development.
Su (2010) enumerated the steps in her comprehension study.
1. Model Demonstrate how to use the selected comprehension strategy.
Using the examples of levelled questions based on Bloom”s Taxonomy, students discuss and label the questions created for the introductory excerpt of Chapter 1. The teacher extended the modelling by conducting a read-aloud-think-aloud session. The teacher continued reading Chapter 1 aloud, modelling questions while doing so.
Students were required to note any Knowledge Level Questions that were asked by the teacher in the read-aloud-think-aloud. Students shared their findings with the class. They started to identify and differentiate between different levels of questions in this exercise.
2. Guided practice required students to practice new learning/content as they practice a comprehension strategy.
Students worked in groups of 3-4 to finish reading Chapter 1. While doing it developed three more Knowledge (Level 1 Questions This practice was guided by the students” peers as well as the teacher. The teacher facilitated to monitor and assist in this process. At the end of class the teacher collected students” questions to check for understanding.
3. Independent practice required students to independently demonstrate their new understandings of content and the comprehension strategy.
For homework, students read Chapter 2 of The Great Gatsby. In addition, they were required to work independently to develop five unique Knowledge Level Questions based on the novel. This were discussed and collected to check for understanding.
4. Closure included reinforcement of content and comprehension strategy.
To reinforce learning, the teacher brought the class back together and each group share one Knowledge Level question that they created. It was the responsibility of the class, with the guidance of the teacher, to provide feedback to groups other than their own. Students were asked, the question likewise the group created a “knowledge” question? How do we know? Students continue developing questioning skills throughout the novel.
From the mentioned information innovations and strategies are needed to improved one’s comprehension level. Suitable teaching strategies using new technology were needed to uplift the students’ comprehension level for a better learning. The multi-media learning package has incorporate new strategies and innovations to uplift students’ comprehension level for a more effective learning for the first year students of St. Mary’s Academy of Nagcarlan.
Traditional Approach
Alharusi (2010) suggested that to adequately prepare teachers for the task of classroom assessment, attention should be given to the educational measurement instruction. In addition, the literature indicates that the use of computer-mediated instruction has the potential to affect student knowledge, skills, and attitudes. This study compared the effects of a traditional face-to-face instruction of an undergraduate level educational measurement course to a computer-mediated instruction on academic course performance, educational measurement knowledge, skills, and attitudes of teacher education students (N = 51) at Sultan Qaboos University in Oman, using a post test only control group design.
Dunmore (2002) stated that one hundred and fourteen learning-disabled (LD) students in grades eight, nine, ten, and eleven were taught grammar alternately using two different instructional methods–traditional and tactual/kinesthetic. Effects on achievement, applications to writing, and attitudes then were analyzed to determine the relative impact of each method on these variables. A counter-balanced design was employed with subjects serving as their own control group during the four-week duration of the study. Inclusive in each week were a pretestpre·test
n.
1.
a. A preliminary test administered to determine a student’s baseline knowledge or preparedness for an educational experience or course of study.
b. A test taken for practice.
2.
….. Click the link for more information., one day of instruction, a posttestpost·test
n.
A test given after a lesson or a period of instruction to determine what the students have learned.
….. Click the link for more information. with an application to writing, and an attitude survey. Data were examined using analysis of variance and post hoc post hoc
adv. & adj.
In or of the form of an argument in which one event is asserted to be the cause of a later event simply by virtue of having happened earlier: simple main effects tests. Findings indicated significantly more positive achievement in, applications of, and attitudes toward grammar of LD students when they were taught with tactualtac·tu·al
adj.
Tactile.
….. Click the link for more information. /kinesthetic resources than when they were taught with traditional methods.
McKethan (2010) examined how Multiple Intelligence (MI) strengths correlate to learning in virtual and traditional environments and the effectiveness of learning with and without an authority figure in attendance. Participants (N=69) were randomly assigned to four groups, administered the Multiple Intelligences Developmental Assessment Scales (MIDAS), were taught to fly cast, and were assessed on skill, form and accuracy. Results from this investigation imply that participants” who score high in verbal/linguistic will be more likely to excel in virtual environments for tasks that require skill and accuracy, whereas when tasks require extensive form acquisition components the traditional classroom environment will most likely be more effective. Additionally, traditional instruction correlated with more MI profiles than any groups suggesting that for the gamut of MI in an instructional setting, traditional methods may be more effective than virtual learning environments.
Based from the cited studies with traditional approach it showed that there is still an effect to students but through the development of new technology students are now engaged in different kinds of distraction that may lessen their interest in learning. The multi-media learning package can upgrade the traditional way of teaching to a more effective learning experience through the use of new strategies and techniques that will focus on the students individual characteristics and personalities.
Instructional Scaffolding
Targeted instructional techniques such as scaffolding can be used to help students develop conceptual frameworks. Scaffolding is “the systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize” independent learning, and can include instructional elements such as guided questioning; comparing ideas; identifying connections and distinguishing characteristics between concepts; and identifying valid relationships. When used in such complex, knowledge-based learning situations, scaffolding is more effective than open-ended inquiry-based science instruction and more effective than traditional lecture-based instruction according to Stefani Dawn, MA, MS, Karen D. Dominguez, PharmD, William G. Troutman, PharmD, Rucha Bond, PharmD, andCatherine Cone, PharmD (2011).
According to Coffey (2013) when using scaffolding as an instructional technique, the teacher provides tasks that enable the learner to build on prior knowledge and internalize new concepts. According to Judy Olson and Jennifer Platt, the teacher must provide assisted activities that are just one level beyond that of what the learner can do in order to assist the learner through the zone of proximal development.1 Once learners demonstrate task mastery, the support is decreased and learners gain responsibility for their own growth.
In order to provide young learners with an understanding of how to link old information or familiar situations with new knowledge, the instructor must guide learners through verbal and nonverbal communication and model behaviors. Research on the practice of using scaffolding in early childhood development shows that parents and teachers can facilitate this advancement through the zone of proximal development by providing activities and tasks that:
• Motivate or enlist the child’s interest related to the task.
• Simplify the task to make it more manageable and achievable for a child.
• Provide some direction in order to help the child focus on achieving the goal.
• Clearly indicate differences between the child’s work and the standard or desired solution.
• Reduce frustration and risk.
• Model and clearly define the expectations of the activity to be performed.
Larkin (2002) In order to incorporate scaffolding throughout the lesson, teachers may find the framework outlined by Ellis & Larkin (1998) helpful.
1. The teacher does it – In other words, the teacher models how to perform a new or difficult task, such as how to use a graphic organizer. For example, the teacher may have a partially completed graphic organizer on an overhead transparency and “think aloud” as he or she describes how the graphic organizer illustrates the relationships among the information contained on it.
2. The class does it – The teacher and students work together to perform the task. For example, the students may suggest information to be added to the graphic organizer. As the teacher writes the suggestions on the transparency, students fill in their own copies of the organizer.
3. The group does it – Students work with a partner or a small cooperative group to complete a graphic organizer (i.e., either a partially completed or a blank one).
4. The individual does it – This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly.
X. FIndings
This part discusses the findings of the study based on the research questions.
Comprehension Level of First Year Students
Table 1 presents the comprehension level of first year students first grading achieved through traditional approach (S.Y.2012-2013).
Table 1
Mean Level of Comprehension of First Year Students (2012-2013)
Achieved Through Traditional Approach
|Comprehension Level |_ | | |
| |X |SD |Remarks |
| | |3 |Approaching Proficiency |
| |83 | | |
Legend: 80 – 84 – Approaching Proficiency
Table 1 showed the mean level of comprehension of first year students (S.Y. 2012-2013) achieved through traditional approach. It revealed that the mean level of comprehension of first year students achieved through traditional approach as reflected in the mean of 83 and 3 as standard deviation as “approaching proficiency”.
The high standard deviation of 3 indicated that the first year students had different comprehension level because they were in heterogeneous group.
Table 2 presents the comprehension level of first year students achieved through multi-media learning package
Table 2
Mean Level of Comprehension of First Year Students (2013-2014)
Achieved with Instructional Scaffolding
|Comprehension Level |_ | | |
| |X |SD |Remarks |
| | |3 |Proficiency |
| |85 | | |
Legend: 85 – 90 – Proficiency
Table 2 shows the mean level of comprehension of first year students achieved with instructional scaffolding. It revealed that the mean level of comprehension of first year students achieved with Instructional Scaffolding as reflected in the mean of 85 and 3 as standard deviation is “proficiency”.
The high standard deviation showed that the students had different comprehension level. The students belonged to a heterogeneous group also had their own learning styles.
Table 3
Significant Difference between the Comprehension Level in Traditional Approach and Instructional scaffolding
(N = 39)
|Group |Mean |Mean Difference |P-Value |Remarks |
| |85 |2 |0.00358447 |Significant |
|Experimental Group | | | | |
|S.Y. 2013-2014 | | | | |
|(Instructional Scaffolding) | | | | |
| |83 | | | |
|Control Group | | | | |
|S.Y. 2012-2013 | | | | |
|(Traditional Approach) | | | | |
It can be seen from the table that the Experimental Group (Instructional Scaffolding) with a mean of 85 and the Control group (Traditional Approach with a mean of 83 and the mean difference is 2. It can be noticed also that the computed p-value of 0.00358447 was lower than the 5% (0.05) significant level, which revealed that there was a significant difference between the use of instructional scaffolding and traditional approach therefore the null hypothesis is rejected.
XI. Conclusions
Based on the above findings, the following conclusions were drawn.
1. The students showed different levels of comprehension proficiency. The respondents who had been taught with instructional scaffolding performed better than the respondents who underwent Traditional Approach.
2. There was a significant effect between traditional approach and instructional scaffolding that denotes that with the use of instructional scaffolding is effective in improving the comprehension level of the first year students in Technology and Livelihood Education. Therefore, the null hypothesis was rejected.
XII. Recommendations
In the light of findings and conclusions, the following recommendations were forwarded.
1. Instructional scaffolding must be used more often not only in Technology and Livelihood Education but also in other subjects for the students to be familiar in the new way of teaching-learning process.
2. Teachers may be given proper training and seminar on how to apply instructional scaffolding in class to improve its effectiveness and produce a better learning outcome.
3. Teachers are encouraged to make use of the instructional scaffolding that will enhance, reinforce and enrich the comprehension level of the students.
4. School administrators may continuously support in giving seminars at trainings that will help the teachers in gaining new knowledge in teaching. They may also help the activities by providing facilities and financial support.
XIII. References
Books
• Cazden, C. B. (1983).
Adult assistance to language development: Scaffolds, models, and direct instruction. In R. P. Parker & F. A. Davis (Eds.), Developing literacy:Young children’s use of language (pp. 3–17).
Newark, DE: International Reading Association.
• Dordrecht: Springer (2007) “Semiotic Scaffolding of living systems”, in M. Barbieri (red.): Introduction to Biosemiotics. The New Biological Synthesis, 149-166.
Heather coffey (2013) Scaffolding in the classroom 75(4): 62.
• Holton, Derek, and Clark, David (2006).
Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37, 127-143.
Larkin (2002) Using Scaffolded Instruction
To Optimize Learning
• Ninio, A. and Bruner, J. (1978).
The achievement and antecedents of labelling. Journal of Child Language, 5, 1-15.
• Simons, Krista D., and Klein, James D. (2007).
The impact ofscaffolding and student achievement levels in a problem-based learning environment. Instructional Science, 35, 41-72.
• Vygotsky, L. S. (1987).
Thinking and speech. In L. S. Vygotsky, Collected works (vol. 1, pp. 39–285) (R. Rieber & A. Carton, Eds; N. Minick, Trans.).
New York: Plenum. (Original works published in 1934, 1960).
• Wood, D. J., Bruner, J. S., & Ross, G. (1976).
The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100.
Websites
Instructional Scaffolding to Improve Students’ Skills in Evaluating Clinical Literature
http://www.learnnc.org/lp/pages/5074
http://nethelper.com/article/Instructional_scaffolding
http://en.wikipedia.org/wiki/Instructional_scaffolding
APPENDICES
A
Instructional Scaffolding used by the researcher
|Teacher Regulated |Supportive Joint practice (Scaffolding) |Student Regulated |
|Teacher Protocols |Step by step demo-teaching |Independent project making |
|Teacher modelling |Guided performance |Discovering own skills in performing |
|Teacher Demo-teaching |Shared performance with guidance of the teacher |Using and creating own |
|Explicit Instruction |Monitored Hands on activities (individual and group) |sources/reference |
|Teacher uses own materials and |Provided material and reference | |
|reference | | |
B
First grading results of the first year students of St. Mary’s Academy of Nagcarlan (S.Y. 2012-2013 and S.Y. 2013-2014)
|89.45 |
|87.00 |
|80.90 |
|81.50 |
|83.35 |
|83.30 |
|81.65 |
|87.45 |
|84.35 |
|85.25 |
|82.30 |
|81.20 |
|84.60 |
|77.75 |
|86.25 |
|82.05 |
|83.20 |
|84.25 |
|85.70 |
|86.30 |
|86.15 |
|83.90 |
|85.90 |
|83.90 |
|86.90 |
|83.70 |
|85.60 |
|90.10 |
|86.05 |
|89.00 |
|84.55 |
|88.80 |
|83.35 |
|89.65 |
|88.20 |
|88.00 |
|85.40 |
|88.65 |
|75.35 |
Control Group (S.Y. 2012-2013) Experimental Group (S.Y. 2013-2014)
|81.15 |
|86.10 |
|81.55 |
|80.10 |
|80.95 |
|85.60 |
|86.30 |
|82.90 |
|89.10 |
|84.75 |
|80.80 |
|80.70 |
|77.85 |
|78.20 |
|79.15 |
|84.80 |
|79.95 |
|80.50 |
|82.70 |
|80.85 |
|80.65 |
|82.80 |
|86.95 |
|85.50 |
|78.85 |
|84.10 |
|85.00 |
|81.80 |
|81.30 |
|84.30 |
|84.30 |
|82.00 |
|79.00 |
|83.65 |
|86.25 |
|79.30 |
|83.70 |
|86.55 |
|89.30 |
