The Effectiveness of Scaffolding Teaching Strategy in Enhancing Mathematics Performance of Grade Six Pupils at Carmen Elementary School

Abstract

INTRODUCTION

Learners of this generation suffer from "arithmophobia" or fear of numbers that can affect their ability to perform basic computations in Mathematics. Mathematics performances of elementary grade pupils are deteriorating nowadays due to the lack of conceptual understanding of numbers that may lead them to be afraid of interacting with others and participate in classroom activities. To be able to help struggling pupils in the field of mathematics, a scaffolding teaching strategy can be applied to help them learn and performed well in the subject.

METHODS

The study made use of quasi-experimental research wherein the pre-test posttest design was utilized. The experimental group was exposed to a scaffolding teaching strategy while the control group was taught using the traditional method. The researcher employed a purposive sampling procedure. The participants were matched on their mental ability. They were distributed equally according to their performance level. The respondents of the study were forty-four (44) grade, six pupils. There were twenty-two (22) pupils each in the control and experimental group.

RESULTS

It was therefore concluded that (1) the experimental and control groups had the same level of Mathematics performance in the pre-test; (2) there was no significant difference between the Mathematics performance of both the control and experimental group before the intervention was applied; (3) the experimental group performed much better than the control group after the intervention was utilized; (4) there was a significant difference between the Mathematics performance of both control and experimental group in the post-test; and (5) there was a significant increase in the level of mathematics performance of the experimental group. On the contrary, there was no significant increase between the pre-test and posttest mean scores of the control group.

DISCUSSIONS

This research is new in the field of teaching Mathematics in support to Regional Memorandum No.11, s. 2015, entitled 2C-2I-R Pedagogical Approaches (Constructivist, Collaborative, Inquiry-based, Integrative, and Reflective) and as mandated by RA 10533, the researcher utilized the first C Approach. Constructivist Approach shows learners to be active in the process of constructing meaning and knowledge rather than passively receiving information. It was a heuristic research approach.