Instructional Scaffolding: A Strategy in Improving Mathematics Mean Performance of Grade 8 Students in Talipan National High School

Abstract

INTRODUCTION

Individuals work within the zone of proximal development to support a child until she/he is able to internalize and demonstrate independent ability or ownership of new learning (Vygotsky as cited by Burch, 2007). This support system that helps learners achieve success on tasks that are too difficult for them to achieve by themselves is called "scaffolding". This study sees its relevance in improving the Mathematics mean percentage score (MPS) of learners as the Math average MPS of Talipan National High School alarmingly decreased in SY 2015-2016. Primarily, it aimed to determine the effectiveness of instructional scaffolding in improving the MPS of students, particularly in Grade 8.

METHODS

The study utilized an experimental method of research using the two groups design to determine the effectiveness of instructional scaffolding as a strategy in improving the Mathematics mean performance of students. The study purposively selected control and experimental groups as the respondents based on the set criteria, i.e. the same level of performance in Math. Statistical tools such as percentage rating with its corresponding descriptive values, mean, and t-test for dependent and independent samples were utilized in the study to analyze and interpret the results of the study. The split-halves correlation was used to test reliability.

RESULTS

The study showed that there is a marked improvement in the Mathematics mean performance of the control group before and after the experiment across five (5) lessons (from Did Not Meet Expectation to Fairly Satisfactory/Satisfactory). Improvements were also observed in the experimental group, but with better results (from Did Not Meet Expectation to Very Satisfactory/Outstanding). It further showed a significant difference in the pre-test-post-test MPS of the control and experimental groups, as well as in the final mean performance of both groups after the experiment.

DISCUSSIONS

The results implied that although the use of the traditional method had positive effects on learning, instructional scaffolding leads to better and improved performance. It is supported by the findings of Casem (2013) that scaffolding strategy affect the attitude of students toward mathematics which results to higher performance in the subject. This research has proven the effectiveness of instructional scaffolding as a strategy in improving Mathematics mean performance of Grade 8 students in Talipan National High School.