Differentiated Scaffolding Strategies in Triangle Congruence: Their Effects on Learners’ Academic Performance and Confidence in Mathematics

Zyril Mae B. Masinading, Derren N. Gaylo

Abstract


The benefits of differentiated scaffolding strategies on boosting academic performance and confidence in Mathematics learners were studied in this paper. Quasi-experimental research was conducted at a state university’s Secondary School Laboratory in the Philippines. It involved sixty Grade 8 learners, 30 from the control group and 30 from the experimental group. A panel of specialists assessed developed lessons on triangle congruence topics and the academic performance test and confidence scale. The developed lesson, test, and scale were improved after the panel of experts’ comments and suggestions were considered. The instruments were pilot tested and came out reliable; the academic performance test had a Cronbach alpha of 0.807, while the confidence scale in Mathematics had a Cronbach alpha of 0.810. In addition, the mean, standard deviation, One-way Analysis of Covariance (ANCOVA), and Pearson Product Moment Correlation were used to analyze the data. The findings demonstrated that when learners were taught using differentiated scaffolding strategies, their academic performance significantly increased at the Fairly Satisfactory level. However, when they were taught using conventional teaching strategies, their academic performance remained at Did Not Meet Expectations. The performance outcomes of both groups were significantly different. Also, there was no significant difference in learners’ confidence between the two groups when compared. Furthermore, there was a significant link between academic performance and confidence in Mathematics among students taught using differentiated scaffolding methodologies. Thus, concerns about increasing learners’ mathematical literacy may be addressed with differentiated scaffolding strategies.

Keywords


Differentiated Instruction, Mathematics Confidence, Mathematics Education, Teaching Strategies

Full Text:

PDF

References


American Psychological Association (2021). Students experiencing low self-compassion or low perceptions of competence. https://www.apa.org/ed/schools/primer/self-esteem.

An, S., Capraro, M., & Tillman, D. (2013). Elementary teachers integrate music activities into regular mathematics lessons: Effects on students’ mathematical abilities. Journal for Learning through the Arts, 9(1), 1-19. http://escholarship.org/uc/item/0js732gf.

Andan, M., Abdullah, M., Ahmad, C.Puteh, M., Zawawi, Y., & Maat, S. (2013). Learning style and mathematics achievement among high-performance school students. World Applied Sciences Journal, 28(3), 392-399. DOI: 10.5829/idosi.wasj.2013.28.03.643

Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33–52. https://doi.org/10.1007/s10857-006-9005-9.

Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia - Social and Behavioral Sciences, 1(1) 953-957. https://doi.org/10.1016/j.sbspro.2009.01.169

Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: introduction and review. ZDM Mathematics Education, 47, 1047–1065. https://doi.org/10.1007/s11858-015-0738-8.

Balbuena, S., & Buayan, M. (2015). Mnemonics and gaming: Scaffolding learning of integers. Asia Pacific Journal of Education, Arts, and Sciences, 2(1), 14-18. http://oaji.net/articles/2015/1710-1440092983.pdf.

Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/Henry Holt & Co. https://psycnet.apa.org/record/1997-08589-000.

Bangis, C., & Gaylo, D. (2019). Learning gains on selected topics in grade six mathematics using concrete- representational-abstract approach. International Journal of Innovative Research and Development, 8 (3), 63-71. https://doi.org/10.24940/ijird/2019/v8/i3/mar19024.

Bruner, J. (1978). The role of dialogue in language acquisition. In A. Sinclair, R., J. Jarvelle, and W. J.M. Levelt (eds.) The Child’s Concept of Language. New York: Springer-Verlag.

Civil, M. D. (2007). Using music to improve learning in mathematics (Masters’ Thesis). The College at Brockport: State University of New York, USA. https://digitalcommons.brockport.edu

Dagoc, D., & Tan, D. (2018). Effects of metacognitive scaffolding on the mathematics performance of grade 6 pupils in a cooperative learning environment. International Journal of English and Education, 7(4), 378-391.

Department of Education (2014). Mathematics – Grade 8 Leaner’s Material. Department of Education-Instructional Materials Council Secretariat.

Department of Education (2015). Policy guidelines on classroom assessment for the K to 12 Basic Education Program. https://www.deped.gov.ph/.

Dimitrios, B., Labros, S., Nikolaos, K., Maria, K., & Athanasios, K. (2013). Traditional teaching methods vs. teaching through the application of information and communication technologies in the accounting field: Quo vadis? European Scientific Journal, 9(28), 73-101.

Fogarty, G., Cretchley, P., Harman, C., Ellerton, N., & Konki, N. (2001). Validation of questionnaire measure mathematics confidence, computer confidence, and attitudes to the use of technology for learning mathematics. Mathematics Education Research Journal, 13(2),154-160. DOI: 10.1007/BF03217104.

Gaylo, D., & Dales, Z. (2017). Metacognitive strategies: Their effects on students’ academic achievement and engagement in mathematics. World Review of Business Research, 7(2), 35-55. https://doi.org/10.5281/zenodo.3951851

Hall. T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation.

Wakefield, MA: National Center on Accessing the General Curriculum. https://aem.cast.org.

Hasan, M., Hasan, B., Tareq, M., & Hossain, B. (2014). Factors affecting self-efficacy towards academic performance study on polytechnic students in Malaysia. Advances in Environmental Biology, 8(9), 695-705.

Hu, D. (2006). The effects of scaffolding on students’ performance in computer-based concept linking and retention of comprehension [Unpublished doctoral dissertation]. Blacksburg: Virginia Tech. https://vtechworks.lib.vt.edu/handle/10919/28950

Khun-Inkeeree, H., Omar-Fauzee, M., & Othman, M. (2017). The effect of students’ confidence level toward mathematics performance among southern Thailand primary school children. International Journal of Academic Research in Progressive Education and Development, 6(2), 20-34. DOI: 10.6007/IJARPED/v6-i2/2934.

Liu, X., & Koirala, H. (2009.The effect of mathematics self-efficacy on mathematics achievement of high school students. NERA Conference Proceedings 2009.30. https://opencommons.uconn.edu/nera_2009/30

Loewen, S., & Plonsky, L. (2015). An A-Z of applied linguistics research methods. Palgrave.

Maciejewski, M. (2020) Quasi-experimental design. Biostatistics and Epidemiology, 4(1), 38-47. https://doi.org/10.1080/24709360.2018.1477468

Mutodi, P., & Ngirande, H. (2014). The influence of students’ perceptions on mathematics performance: A case of a selected high school in South Africa. Mediterranean Journal of Social Sciences, 5(3), 431-445. DOI:10.5901/mjss.2014.v5n3p431

Naimiea, Z., Siraj, S., Piaw, C.Y., Shagholi, R., & Abuzaid, R.A. (2010). Do you think your match is made in heaven? Teaching styles/learning styles match and mismatch revisited. Procedia Social and Behavioral Sciences, 2, 349–353. https://doi.org/10.1016/j.sbspro.2010.03.023.

Nurmi, A., Hannula, M.S., Maijala, H., & Pehkonen, E. (2003). On pupils’ self-confidence in mathematics: Gender comparisons. International Group for the Psychology of Mathematics Education, 3, 453-460.

Owenubiugie, R. O., & Iyoha, D. O. (2017). Effect of Instructional Scaffolding on academic performance of students in Financial Accounting in Secondary Schools in Delta State, Nigeria. Journal of Education Research and Behavioural Sciences, 6(2), 021-028.

Pleis, G., Perry, M., & Zastavker, Y. (2012). Student self-efficacy in introductory project-based learning courses. American Physical Society, APS March Meeting 2012, February 27-March 2, 2012. https://ui.adsabs.harvard.edu/abs/2012APSMART37004P/abstract.

Sander, P., & Sanders, L. (2015). Measuring confidence in academic study: A summary report. Electronic Journal of Research in Educational Psychology, 5-3(1), 113-130. http://hdl.handle.net/10369/275.

Takahashi, A. (2008). Beyond show and tell: Neriage for teaching through problem solving ideas from Japanese problem solving approaches for teaching mathematics. 11th International Congress on Mathematics Education, TSG 19: Research and Development in Problem Solving in Mathematics Education, Monterrey, Mexico July 6-13, 2008.

Takaya, K. (2008). Jerome Bruner’s Theory of Education: From Early Bruner to Later Bruner. Interchange, 39, 1–19. https://doi.org/10.1007/s10780-008-9039-2

Talebinejad, R., & Akhgar, F. (2015). The impact of teacher scaffolding on Iranian intermediate EFL learners’ listening comprehension achievement. Theory and Practice in Language Studies, 5 (5), 1101-1105. http://dx.doi.org/10.17507/tpls.0505.27

Tambaoan, R., & Gaylo, D. (2019). Differentiating instruction in a mathematics classroom: Its effects on senior high school learners’ academic performance and engagement in basic calculus. International Journal of English and Education, 8 (2), 272-286. https://doi.org/10.5281/ZENODO.3951844

Telbis, N., Helgeson, L., & Kingsbury, C. (2014). International students’ confidence and academic success. Journal of International Students, 4(4), 330-341.https://files.eric.ed.gov/fulltext/EJ1054787.pdf

Tomlinson, C. A. (2001). How to differentiate instruction in the mixed-ability classroom (2nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development.

Verenikina, I.M. (2010). Vygotsky in Twenty-First-Century Research, 16-25. https://ro.uow.edu.au/edupapers/1022.

Vygotsky, L. (1978). Differentiated Instruction. http://www.principals.in/uploads/pdf




DOI: https://doi.org/10.7575/aiac.ijels.v.10n.2p.131

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.