Enhancing Mathematics Skills through Intervening Scaffolding Instruction

Abstract

INTRODUCTION

In the 21st Century classroom, the focus is no longer on memorizing and recalling facts but rather on functional learning. In real classroom scenarios, students do not have mastery of the subject matter and can easily forget what their teacher has taught them. Teachers in public schools are required to conduct an action research and propose effective strategies and interventions to create a solution on how to enhance the performance of the students. Scaffolding is one strategy used by teachers to enhance learning and aid students in the mastery of tasks. It helps students finish a complex task or achieve a goal that they could not accomplish on their own (Wood et al., 1976).

METHODS

This study used quasi-experimental type of research to determine and describe the extent of the learning activities developed by the researcher and its effectiveness to enhance the Mathematical skills of the elementary pupils. The researcher developed Scaffolding Activities in terms of physical activities and visual arts activities aligned in K to 12 Mathematics curriculum for Grade 4. Two different classes of Grade 4 enrolled inPagsawitan Elementary School during the School Year 2017-2018 participated respondents.

RESULTS

The Grade 4 pupils described the scaffold physical activities and visual art activities that helped them enhance their Mathematical skill as very evident. Themean level of pupils' Mathematics skills in the pretest and posttest in the control group are both verbally interpreted as Approaching Proficiency. On the other hand, the mean level of pupils' Mathematics skills in the pretest and posttest in the experimental group was described as Developing to Approaching Proficiency. It shows that scaffolding physical activities and visual art activities enhanced the Mathematical skills of the Grade 4 pupils.

DISCUSSIONS

The result shows that scaffolding physical activities and visual arts activities enhanced the skills of the Grade 4 pupils in Mathematics. Scaffolding activities can be integrated on the other subjects where their students can learn and enjoy at the same time. Teachers should focus on the mathematical skills of the pupils which need to be enhance by developing instructional materials that are appropriate for diverse learners. Teachers must determine the level of the prior knowledge of the pupils on the topics to be discussed for them to have ideas on how to enhance their skills. It is recommended for the other researchers to make use of a larger number of respondents to be able to verify the results of the present study.