Scaffolding as a Teaching Strategy of Elementary and Secondary Teachers

Abstract

The study aims to find out whether Scaffolding Strategies as perceived by the respondents may improve the mathematical proficiency of learners of the elementary and secondary schools in districts West and East, Cluster 4, Division of Calamba City. From the total of 179 respondents, the researcher considered only a total of 123 respondents from the various schools. This study determined the respondents’ profile in terms of age, sex, years of teaching mathematics, and highest educational attainment, and their perceptions on the use of scaffolding strategies, as well as the use of scaffolding tools and techniques. The following conclusions were drawn: (a) teachers responding to the questionnaire rated most of the scaffolding strategies moderately high on the scale, (b) most of the scaffolding tools and techniques were perceived as effective by the respondents, and (c) one way analysis of variance indicated that there was significant and not significant differences in the respondents' perceptions on scaffolding strategies and scaffolding tools and techniques.