FAKULTI PSIKOLOGI DAN PENDIDIKAN

TT60104 RESEARCH METHOD

SEMESTER 1 2019/2020

RESEARCH MATRIX

NAME: NURUL IZYAN IZZATY BINTI MUHAMAD ISMAIL

MATRIC NUMBER: MP1912067T

1
2
 RESEARCH MATRIX (10%)

1. 20 Articles

2. These 20 articles should cover at least 5 different research topics (i.e., 4 articles deal with one specific research topic).

3. Title of each column of the table below should appear on EVERY page of your assignment.

4. Attach the first page of each article.

5. References

TOPIC : PEER LEARNING

Title: Learning with Each Other: Peer Learning as an Academic Culture among Graduate Students in Education

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

r Problem Questions Objectives Analysis
Gamal M. Lack of non- 1.What is the 1.To 1.There is a Data were Data were 1.The need of
M. Mustafa classroom status quo of investigate the significance collected analyzed using graduate
activities that the culture of status quo of relationship through an SPSS version students for
2017 support the peer learning the culture of between the electronic 21. ANOVA, t- peer learning,
culture of peer among peer learning obstacles which questionnai test, and as it helps to
learning and lack graduate among may hinder re frequencies broaden their
of equipped students in graduate spreading the conducted are used in experiences
classrooms of education in students in culture of peer to a sample data analysis. and provides
graduate Saudi education in learning, and the of 375 of them more
students that universities Saudi proposals to graduate confidence.
support peer from their universities overcome such students in Students need
learning perspectives? from their obstacles from educational to change
2.What are the perspectives. the graduate programs their belief
obstacles which 2.To students’ in Saudi about the
may hinder investigate the perspectives. universities abilities of
spreading the obstacles . their peers.

3
culture of peer which may 2.The
learning among hinder agreement of
graduate spreading the respondents
students in culture of peer on the
education in learning obstacles
Saudi among which may
universities graduate hinder
from their students in spreading the
perspectives? education in culture of
3. What are the Saudi peer learning
proposals to universities among
enhance the from their graduate
culture of peer perspectives students
learning among 3.to identify emphasizes
graduate proposals to the need for
students in enhance the peer learning
education in culture of peer to be
Saudi learning incorporated
universities among into the
from their graduate academic
perspectives? students in culture of
4.Are there any education in Saudi
statistically Saudi universities.
significant universities 3. Many
differences in from their procedures
responses perspective should be
according to the 4.to considered to
study variables: investigate enhance the
university, statistically academic
students' significant culture of
specialization, differences in interactive
program, type responses learning such
of study, and according to as developing

4
gender? the study the faculty
variables: professionally,
university, involving
students' students
specialization, actively and
program, type creating the
of study, and right and
gender. reinforcing
the
educational
environment.
For the
culture of
peer learning
to be
intensively
used in Saudi
universities,
the
respondents
proposed
that:
professors
should
support and
supervise
academic
discussions
among
students,
students
should be
encouraged to

5
 constructively
criticize and
review their
peers’ works
showing both
strengths and
weaknesses,
and non-
classroom
activities that
support the
culture of
peer learning
should be
supported.

6
 Title: Determinants Of Effectiveness Of Peer Tutoring On Academic Performance Of Standard Four Pupils With Learning Disabilities In Nyeri
Central Sub-County, Kenya

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

r Problem Questions Objectives Analysis
The learners Social 1.What 1.Find out the Questionna Quantitative Most learners
Kibuthu with LEARNIG Developmen methods do methods used ires data came should be
Anne Njeri DISABILITIES t Theory teachers use to by teachers to from the Likert motivated to
continue to identify learners identify scale. The join peer
2016 perform poorly with learning learners with scores were assisted
in Nyeri central disabilities learning analyzed using learning
sub-county among class disabilities descriptive strategy and
(KCPE Results, four pupils? among class statistics and class wide
2011, 2012 & four pupils. inferential peer tutoring
2013). Such 2.How does the statistics. The strategy to
poor preparedness 2.Establish data was improve their
performance in and training of how the presented in performance
key subject the teachers preparedness tables and as learners
areas such as affect peer and training of graphs. who used
math and tutoring among the teacher Descriptive these types of
languages in standard four affects peer statistics strategies
Kenya Certificate pupils with LD? tutoring. calculated attested
of Primary included
Education 3.What are the 3.Identify the frequencies,
(KCPE) persists activities that activities that means,
and needs peers engage in peers engage percentages,
instant redress. during peer in during peer standard
tutoring tutoring deviations, 45
sessions? sessions. modes and
median.
4.What are the 4.Establish the
types of peer types of peer

7
tutoring tutoring
strategies that strategies that
affect academic affect
performance academic
among pupils performance
with LD.? among
standard four
pupils with LD.

8
 Title: Implementing Peer Teaching to Enhance English Students’ Language Learning: Kurdish EFL Teachers’ and Students’ Perspectives

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

r Problem Questions Objectives Analysis
Teachers cannot 1.To what extent 1.To investigate 1.There is a Survey by Participan
1.Hemn normally convey do EFL teachers the how EFL significance distributin ts have
Adil Karim the message to use peer teachers use peer relationship between g two positive
the number of teaching in their teaching in their EFL teachers and open- perspecti
2.Aso Ali students at a classes? classes. peer learning in ended ve toward
Mohammed time, so there is 2.What are the 2.To investigate English classes. questionn implemen
2018 a way to help benefits of and the benefits of and 2.The is a aires ting peer
students barriers to peer barriers to peer significance among teaching
enhance their teaching usage teaching usage relationship between English in EFL
learning, which from teachers’ from teachers’ the benefit language classess
is a learner viewpoints? viewpoints. of peer learning and teachers to
teaches a 3.What are 3.To investigate barriers to peer and enhance
learner or a few students’ students’ teaching usage from students students’s
learner. perspectives on perspectives on teachers’ viewpoints. to have learning
Learners cannot being a peer being a peer 3.There is a their and
easily teacher and/or a teacher and/or a significance opinion on language
understand peer learner, and peer learner, and relationship between peer abilities.
teachers and/or the time of peer the time of peer students’ instruction
some teachers teaching? teaching. perspectives on in English
cannot make 4.What are 4.To investigate being a peer teacher classes
lectures students’ students’ opinions and/or a peer and out of
comprehensible. opinions about about the influence learner, and the time classes
the influence of of teaching by of peer teaching. (student
teaching by peers peers and teaching 4.There is a context)
and teaching by by teachers on EFL significance
teachers on EFL learners. relationship between
learners? students’ opinions
about the influence
of teaching by peers
9
 and teaching by
teachers on EFL
learners.

Title: An Exploratory Study on Peer Learning Using Concept Cartoons

10
Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings
r Problem Questions Objectives Analysis
Khoo Yin Students issues To what extent to explore a Quantitativ Principal axis The majority
Yin in a new peer new peer e study factor analysis of the
communication learning learning using with varimax students said
Khuan Wai skills and method by method by descriptive rotation was that concept
Bing learning interest. using concept using concept method. conducted to cartoons
cartoons cartoons A set of assess the assisted them
Hamidah mediated mediated questionnai underlying in their
Yusof computer computer. re with 45 structure for learning
assisted items was the 40 items activities.
Zainizam learning? used as the questionnaire
Zakariya. instrument for interest The findings
of the and indicated that
2016 study. communication majority of
skills. the
respondents
enhanced
their
communicatio
n skills and
interest when
they learned
the economics
lesson with
the concept
cartoons
mediated
computer.
This result
shows the
effectiveness
of the concept

11
 cartoons in
enhancing
communicatio
n skills and
interest when
students
learned with
their peers.

TOPIC: MOTIVATION

Title: A quantitative investigation of learning styles, motivation and learning strategies for undergraduate engineering students
12
Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings
r Problem Questions Objectives Analysis
Ning Fang Learners have What are the to determine Qualtrics, a SPSS, a 1.when
multiple learning styles, learning styles, popular popular designing
Mohd F. bin preferences in motivation and motivation and computer computer curriculum
Daud learning learning learning software software and
strategies of a strategies of a package package pedagogy,
Syed A.H. representative representative designed designed for instructors
Al Haddad group of group of for statistical should pay
undergraduate undergraduate surveys, analysis, was more
Khairiyah engineering engineering was employed to attention to
Mohd-Yusof students at students at employed analyse providing
Universiti Universiti to create students’ students with
2017 Teknologi Teknologi 81 on-line responses to visual aids
Malaysia in Malaysia in survey these survey
Malaysia? Malaysia[ CITAT items items 2. when
ION Mun14 \l included in designing
17417 ] the curriculum
motivated and
strategies pedagogy,
for learning instructors
questionnai should pay
re (MSLQ) attention to a
survey detailed
[24]. explanation of
step-by-step
procedures
for problem-
solving

3. stress-
reduction

13
 activities
should be
included in
the design of
extra-
curricular
activities
beyond
student
learning in the
classroom

Title: The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

14
 r Problem Questions Objectives Analysis
Kata Csiz´Er 1.How does 1. To use 1.There is a Survey Structural This study
structural structural significance equation confirmed
Zolta´N Do¨ equation equation relationship modeling was that
Rnyei modeling is use modeling to between applied to Robert
to evaluate evaluate structural evaluate the Gardner’s
2005 a proposed a proposed equation relationships original
theoretical theoretical modeling to between the concept of
model model evaluate various latent integrativenes
concerning the concerning the a proposed variables s
internal internal theoretical investigated in is a central
structure of the structure of model the study, factor in the
second the second concerning the using the L2 motivation
language (L2) language (L2) internal structure software AMOS construct,
motivation motivation of the second 4.0. SEM is a because most
complex and its complex and language (L2) multivariate of the impact
impact on its impact on motivation statistical of the other
motivated motivated complex and its approach that motivational
behaviour? behavior impact on allows for variables was
motivated hypothesis mediated
behavior testing through the
concerning the direct and
interrelationshi strong link
p of multiple between
variables. integrativenes
s and the
criterion
measures

Title: Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

r Problem Questions Objectives Analysis
15
Vera Busse Despite students’ Self- 1.How do 1.To explore 1.There is a Questionna Questionnaire The analyses
increasing wish Determinati students’ students’ significance ire data were reveal that
Catherine to become on Theory wishes for wishes for relationship analysed with this was a
Walter proficient in language language between interview SPSS strongly
German, their Self-Efficacy proficiency, proficiency, students’ wishes version 14.0; motivated
effort to engage Theory task-based self- task-based for language answers were group of
2013 with language efficacy, self-efficacy, proficiency, coded along a students who
learning intrinsic intrinsic task-based self- scale had high
decreased over motivation, and motivation, efficacy, intrinsic levels
the course self-perceived and motivation, and Interviews of initial
of the year. This effort differ self-perceived self-perceived were fully intrinsic
change occurred between the effort differ effort differ recorded and motivation
in conjunction beginning between the between the immediately and a strong
with decreasing and the end of beginning beginning transcribed. wish to
levels of intrinsic the academic and the end of and the end of The transcripts become
motivation year? the academic the academic were sent to proficient in
and self-efficacy 2. How do task- year. yea interviewees the German
beliefs based self- 2.To for possible language. In
efficacy beliefs investigate the correction, contrast,
and intrinsic self-efficacy giving them a students
motivation beliefs and chance to seemed
relate to self- intrinsic amend what relatively less
perceived motivation they had confident
effort? relate to self- wanted to say. about their
3. Do students perceived Each transcript ability to deal
themselves effort. was carefully with the
perceive 3.to explore re-read prior to specific
changes in their how students the language
motivation perceive next interview tasks required
during the changes in and possible at university
course of the their future themes level, in
year? motivation were particular with
4. What role during the noted regard to

16
does the course of the writing,
learning year. grammar and
environment 4.to translation
play in investigate the tasks, and to
changes in role of learning listening and
perceived environment in speaking
motivation? changes of tasks. The
perceived analysis of
motivation. students’
motivational
changes in
the
quantitative
data indicated
three
trends: a
slight rise in
students’ wish
for language
proficiency,
and declines
in intrinsic
motivation
and in self-
efficacy for
listening and
speaking. In
other words,
as the year
went on,
students had
an
increased

17
 desire to
attain
proficiency in
German,
but at the
same time,
they felt less
enjoyment
when
engaging with
language
learning and
their
confidence in
communicatin
g in German
and
listening to
German
decreased.
The
interviews
suggested
that this
motivational
decline was
particularly
pronounced
towards the
middle of
the year.
Students’ self-
efficacy for

18
 unpopular
university
tasks
remained
stable, i.e.,
low
selfefficacy
did

Title: Motivation in English Language Learning: A Study of English Language Centers in Hyderabad

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

r Problem Questions Objectives Analysis

19
Najeeb Us Lack of 1.What does 1.To explore A Descriptive Results of the
Saqlain motivation to make the the source of questionnai statistics to study have
learn the second Learners inspiration or re based analyze the shown their
Rafiq Ul language despite motivated in root cause of on summarized consistently
Islam all the English L2 learning (Gardner et data high levels of
necessities of Language among the al., 1974) positive
2014 the language learning as L2 English Attitude/M attitudes and
usage in daily at English language otivation motivation
life, Language learners of Test towards
Centers in Hyderabad Battery English
Hyderabad? 2.To evaluate (AMTB) acquisition.
the type of the Four types of
motivation motivation
3.To analyzes were
and discovered
determines the among them.
socio-
psychological
impact on EL
learners
3.To suggest
necessary
modifications
in ; program,
content and
teacher
behavior to
enhance and
to retain
learners
motivation
4.To suggest
further

20
 researches
5.To provide
empirical
evidences for
further
research

TOPIC: COOPERATIVE LEARNING APPROACH

Title: The Effectiveness of Using the Cooperative Language Learning Approach to Enhance EFL Writing Skills among Saudi University Students
21
Authors/Year Statement of Theories Research Research Hypotheses Method Method of Findings
Problem Questions Objectives Analysis
Montasser 1.Students 1. To what 1. To Pre-post The data Students
Mohamed face a lot of extent was the investigate the writing obtained from developed
AbdelWahab problems when CLL approach effectiveness test, and the tests were positive
Mahmoud trying to write effective in of using the an attitude analyzed attitudes
an essay developing CLL approach questionnai quantitatively towards using
2014 2. Linguistic second-year in developing re. using SPSS the
deficiency university the writing Program cooperative
which was students’ skills of through learning
represented in writing skills? second-year descriptive and approach to
their errors 2. What is the university dependent develop
with regard to general attitude students Wilcoxon Test language
spelling, of the second- enrolled in EN statistics. Also, skills in
capitalization, year university 211 course in the data from general and
vocabulary and students the second the attitude to develop
structure, and towards the use semester of scale were their writing
academic of the CLL 2013 academic analyzed and skills in
writing approach to year at Al presented. particular.
problems in enhance their Imam The findings
designing and EFL writing University, of the study
planning skills? college of supported the
paragraphs languages and use of the CLL
cohesively. translation. approach to
2. To examine enhance
the students’ students’ EFL
attitude writing skills.
towards using
the CLL
approach to
enhance the
writing skills of

22
 second-year
university
students
enrolled in EN
211 course in
the second
semester of
2013 academic
year at Al
Imam
University,
college of
languages and
translation

Title: The Effectiveness of Cooperative Language Learning on Teaching Grammar

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

r Problem Questions Objectives Analysis

23
 Rina Grammar is such 1.How effective 1.To 1.Is there any True Participation there is a
Husnaini a complicated of differences investigate the significant Experiment Observation significant
Febriyanti thing for between effectiveness difference in al Design this kind of difference in
Indonesian EFL English of the English grammar specifically data collection English
2018 Learner. Starting grammar differences achievement on involves the grammar
from the basic classes that are between scores of the Posttest- researcher achievement
difference one taught with English students taught Only herself to scores of the
compares to cooperative grammar through Control observe the students
English between language classes that cooperative Design. participant taught
Bahasa learning are taught with language through
Indonesia that is method and cooperative learning? cooperative
tense which traditional language language
doesn’t occur in method, or in learning learning.
Indonesian verbs the question method and
up to more form as follows? traditional
complex element method, or in
in English the question
grammar. form as follows
Hence, teaching
English in
Indonesia is a
challenging to
reach the
teaching goal or
target.

Title: Different Grouping Strategies for Cooperative Learning in English Majored Seniors and Juniors at Can Tho University, Vietnam

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

r Problem Questions Objectives Analysis

24
Hien Nhan The attitudes of 1.What type of 1.To 1.Juniors and The survey Data analysis Most students
seniors and grouping investigate seniors with was was put forth seem to view
Thái Anh juniors with method is type of majors in English distributed with Version cooperative
Nhan majors in English preferred by grouping at Can Tho online 23 of Statistical learning as
toward different seniors and method is University prefer using Package for a chance to
2019 grouping juniors with preferred by student-selected Google the Social learn from
strategies for majors in seniors and groups Forms and Sciences their peers.
cooperative English at Can juniors with over the others; in hard (SPSS) This suggests
learning with a Tho University? majors in 2.Different copies a positive
strong belief that English at Can methods of mindset of
adequate 2. Do different Tho group The survey students
knowledge of group formation University? assignment do consisting when being
students’ methods make 2.to explore make a of twenty assigned
preferences on a difference in different group perceivable measures to learning
grouping terms of group formation difference on the of group cooperatively.
strategies can dynamics, methods make nature of dynamics,
help promote student’s a difference in cooperative student’s the data
the effectiveness satisfaction, terms of group learning satisfaction suggest that
of cooperative and dynamics, experience. , and student-
learning in terms achievement? student’s achieveme selected
of group satisfaction, nt of four groups are
dynamics, and group thought to be
learners’ achievement? formation better at
satisfaction and methods maintaining
achievements a harmonious
team-working
atmosphere,
however, is
less task-
oriented than
groups of the
other
three

25
 grouping
methods

Title: Cooperative Learning for Fostering Knowledge Construction in Japanese High School

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

r Problem Questions Objectives Analysis

26
Masao Recently 1.How does 1.To Surveys Statistical The students
Mizuno educational cooperative investigate and method such worked
researchers try learning how questionaie as t-test is together
2011 to apply approach cooperative rs used for towards
cooperative supports learning data analysis reaching a
learning for teachers to approach common
designing design an supports learning task
effective effective teachers to and
teaching in teaching for design an understanding
school. However, promoting the effective in advance
it has not been students teaching for the main
progressing in learning to promoting the message of
high construct students the text (Asa).
schools. knowledge in learning to It became
practice? construct possible
knowledge in because the
2.What is the practice students
impact of applied the
cooperative to investigate “cooperative
learning impact problem
approach on of cooperative solving”
high school learning strategy.
students‟ approach on
abilities and high school
skills for students‟
3 abilities and
construction skills for
knowledge? 3construction
knowledge.
Topic: Community Language Learning Approach

27
 Title: The Influence Of Using Community Language Learning (Cll) Method On Improving Students’ Speaking Skill At The Fifth Grade Of
Smart English Course In Kuningan

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

r Problem Questions Objectives Analysis
Imay Students feel 1. How is the 1. To find out There is positive Questionna Pre-test post- The CLL’s
Damayanti anxiety or shy students’ the data about influence of ire, test one group effect can be
when they response of the students’ using CLL interview, design to know calculated by
2012 speak. So they application of response of method in observation the gain of the using
can’t produce CLL method? application of improving , and test students. the one-group
words. 2. How is the CLL student’s pretest and
Students’ method. speaking skill. post test
speaking skill? 2. To find out formula.
3. Is there any the data about As result of
significant the students’ this research,
influence of speaking skill. the writer
using CLL 3. To find out found that the
method on the data about use of CLL
students’ the influence method
speaking skill? of using CLL can improve
method on the students’
students’ speaking skill.
speaking Skill.

Title: A Study Of Language Learning Strategy Use In The Context Of EFL Curriculum And Pedagogy Reform In China

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

28
 r Problem Questions Objectives Analysis
Yuanfang The foregoing 1. What types 1.To explore Questionna Data was These findings
Yu & Bing results and of learning types of ire analysed by imply that
Wang discussion strategies do learning using SPSS although the
indicate that Chinese strategies do version 13.0. purpose for
2009 the Chinese secondary Chinese The total EFL teaching
secondary school school EFL secondary number of is explicitly
EFL learners use learners use school EFL questionnaires stipulated in
memory and frequently? learners use available the recent EFL
cognitive 2. What is the Frequently. for the curriculum
strategies more relationship 2.to analyses was and pedagogy
frequently and between investigate the 278. reform, to
that they use Chinese relationship Descriptive develop not
affective and secondary between statistics only
social strategies school EFL Chinese provided the learners’
least frequently. learners’ secondary mean and linguistic
strategy school EFL standard knowledge
use and their learners’ deviation of but also their
English strategy LLS use, and communicativ
achievement? use and their information on e
3. How do the English the competence,
socio-contextual achievement. relationship and LLSs have
factors 3.to between LLS been treated
influence the investigate the use and as one of the
strategy use of socio- English crucial factors
Chinese contextual achievement that affect
secondary factors was EFL learning
school EFL influence the obtained from process,
learners? strategy use of correlation classroom
Chinese analysis. practices in
secondary Standard the Chinese
school EFL multiple context are
learners regression still teacher-

29
 analysis was dominated,
used to obtain textbook-
data on the focused and
predicting exam-oriented
power of the rather than
six types of student-
LLSs (the centred and
independent communicativ
variables) for e-oriented.
the
English
achievement
(the
dependent
variable).

Title: The Use Of Community Language Learning (CLL) To Improve Speaking Skill

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

30
 r Problem Questions Objectives Analysis
Learners are 1. Is there any 1. To find out CLL is effective Pre test t-test formula There is
Munirotul expected to difference of the difference to improve and post significant
Azizah listen attentively students‟ of students‟ speaking ability test data difference of
to the knower, speaking skill speaking skill (an experimental collection the students‟
2014 to provide taught by CLL taught by CLL at eight grade method speaking skill
meanings they and those and those students of SMP between
wish to express taught by taught by N 2 Banyubiru). those using
utterance conventional conventional CLL and those
without method of the method of the who do not
hesitation to second grade second grade use CLL. So,
support fellow students of SMP students of Community
members of N 2 Banyubiru SMP N 2 Language
community, to in the academic Banyubiru in Learning
report deep year of the academic (CLL) had
inner feelings as 2013/2014? year of positive effect
well as joy and 2013/2014. toward
pleasure, and to 2. Is there any students‟
become to the significant 2. To find out speaking skill
other learners. difference of the significant for the eight
students‟ difference of year students
speaking skill students‟ of SMP N 2
taught by CLL speaking skill Banyubiru
and those taught by CLL
taught by and those
conventional taught by
method of the conventional
second grade method of the
students of SMP second grade
N 2 Banyubiru students of
in the academic SMP N 2
year of Banyubiru in
2013/2014? the academic

31
 year of
2013/2014.
of which

Title: The Influence Of Community Language Learning Approach On Improving The Students English Speaking Skills At The Arab American
University-Jenin

32
Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings
r Problem Questions Objectives Analysis
Islam Arab learners of 1.What is the 1.To There is a Pre and To analyze Researcher
Tayseer English as a influence of investigate the significant post tests the results concluded
Fayed second language using influence of differences were of the pre that CLLA is
face problem in community CLLA on between conducted and post effective in
2016 English language improving students’ to find out exams, basic improving
especially in learning students speaking skill the statistical students
speaking due to approach on speaking skills. taught via the influence of description speaking
their personal improving various using CLL was used skills. CLLA
anxieties, students techniques of in showing also helped
threatening speaking skills? CLLA in which improving means, in reducing
classroom the students are students‟ standard the
environment, the user and speaking deviations, students
few practice and teacher are the skill and anxieties
uninteresting service provider. percentages. and fears
topics that don’t Independent thorough
match their level -Samples T the
of interest. Test and counseling
Paired- system.
Sample T Students
Test were felt more
used. responsible
in CLL
classroom
because
they had
control over
the
material.
TOPIC: SCAFFOLDING IN EDUCATION

Title: The Impact Of Scaffolding As A Strategy For Teaching Reading On The Motivation Of Iranian L2 Learners

33
Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings
r Problem Questions Objectives Analysis
Mohammad Lack of 1.what is the 1.To examine placement 1. ANOVA Scaffolding
Amin Bassiri motivation in positive impact the positive test, the 2. SPSS has a positive
learning the of scaffolding impact of test for (versio effect on
2012 second language on reading scaffolding on post-test n 16) learners'
comprehension reading and softwar reading
in Iranian L2 comprehension Gardners' e comprehensio
classroom in Iranian L2 (1996) n scores
context? classroom attitude
2.what is the context. motivation
probable effects 2. to examine battery test
of scaffolding the probable
on learners' effects of
motivation? scaffolding on
3.how does the learners'
possible impact motivation
of gender as a 3. to
moderator investigate the
variable possible impact
between of gender as a
scaffolding and moderator
reading variable
development? between
scaffolding and
reading
development?

Title: Study of the Impact of Scaffold Instructions on the Learning Achievements of Post-Graduate Students

Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings

34
 r Problem Questions Objectives Analysis
Namrah Main concern to What is the to investigate There is no Pre-test, Descriptive There was a
Aslam conduct this impact of the significant post-test statistics for substantial
research to focus scaffold impact of difference in the control achievement change in the
Afifa the current instructions on scaffold 'academic group scores of both academic
Khanam problem at the learning instructions on achievements' of design experimental achievements
advance level achievements the learning students who and control of students
Hafiza educational of 'post- achievements were group who were
Gulnaz courses. In graduate' of 'post- administered supported
Fatima Pakistan, many students? graduate' scaffold with scaffold
students have students instructions and instructions as
2017 opportunity to those who were compared to
get the degrees taught through those who
of MPhil and traditional were taught
PhDs due to the lecture with
progressive method traditional
policies of lecture/discus
Higher Education sion methods
Commission
(HEC). The
productions of
some
universities are
greater than 200
PhDs within a
year
Thus, has
modified
traditional
rigorous concept
towards
researcher's
skills as well as

35
critical analysis.
Moreover, an
increase in
quantity may
affect quality of
research
dissertations due
to weak
conceptual
foundations of
post graduate.
students.

Title: The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment

36
Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings
r Problem Questions Objectives Analysis
KRISTA D. Lack of skilled 1. What is the 1.To examine 1.Attitude 1.MANOVA2.A The results
SIMONS facilitators to effect of the role hard and NOVA suggest
support learners. scaffolding scaffolds play perception scaffolds are
JAMES D. This is condition (none, in support of survey not meant to
KLEIN particularly true optional, and middle school 2. Group replace the
in K-12 required) on learners during Project support
2006 environments student project the 3.Post Test offered by the
where resource performance? implementatio teacher.
limitations 2. What is the n of a However, the
prevent the effect of problem-based results also
allocation of scaffolding learning unit. suggest that
group tutors, as condition (none, use of
is customary optional, and scaffolds may
among pre- required) and positively
professional student impact
programs achievement student
levels on performance.
student posttest Scaffolds have
performance? been touted
46 as a valuable
3. What is the instructional
effect of tool, and
scaffolding within PBL,
condition (none, they appear
optional, and to have an
required and important role
student in enhancing
achievement student
levels on performance
students
perceptions and

37
 attitudes
toward the PBL
unit,
investigation,
and open-
endedness?
4. How do
students in the
various learning
conditions
approach the
problem-based
tasks?

Title: The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of Comprehension

38
Authors/Yea Statement of Theories Research Research Hypotheses Method Method of Findings
r Problem Questions Objectives Analysis
Deyu Hu English is not 1. To what 1- identify the 1. There is no istening SPSS/PC+ 1. The
commonly extent 1- What listening statistically comprehensi (Statistical proposed
2006 spoken in the are the listening comprehension significant on pre-post Package of interactive
society, pupils comprehension skills included difference test to Social scaffolding
are not skills included in in the English between the measure the Science/Pers activities were
sufficiently the English textbooks used mean scores of pupils' onal very effective
exposed to this textbooks used in the the pupils in the listening Computer) in developing
foreign in the sixth sixth grade in experimental comprehensi the listening
language. grade in elementary and control on skills comprehensio
Listening skills elementary schools groups in the n skills of
are not seriously schools? 2- To 2- design a results of the sixth grade
treated in the what extent do collection of listening elementary
English school sixth grade scaffolded comprehension schoolgirls in
textbook elementary interactive pre-test (the Jeddah (this
activities; these schoolgirls activities to total test). 2. result was
activities are not acquire these develop the There is no limited to the
interactive and skills? 3- What listening statistically sample
the teacher's are the comprehension significant included in
help is not clear appropriate skills of sixth difference the study). 2.
principles and grade between the The present
guidelines for elementary mean scores of study made
constructing schoolgirls. the pupils in the an observable
scaffolded 3- investigate experimental change in the
listening the and control performance
comprehension effectiveness groups in each of the pupils
activities for of the newly- part of the in the
sixth grade designed listening experimental
elementary scaffolded comprehension group. 3.
schoolgirls? 4- interactive pre-test results. Offering
What are the activities in 3. There is a psychological,
criteria for developing the statistically pedagogical

39
selection of the listening significant and cognitive
interactive comprehension difference of0.05 scaffolding
activities to be skills of sixth between the formed the
provided to grade mean scores of basis for
sixth grade elementary the pupils of the active
elementary schoolgirls in experimental classroom
schoolgirls in Jeddah by and the control listening. 4.
the area of administering a groups in the The
listening listening listening suggested
comprehension? comprehension comprehension interactive
5- What are the test post-test results scaffolding
English in favour of the activities
language experimental proved to be
elements group. 4. There helpful in
(sound system, is a statistically developing
vocabulary and significant the pupils'
structures) difference of0.05 listening
included in the between the comprehensio
English for mean scores of n skills and
Saudi Arabia pupils of the promoting
Sixth Grade experimental their ability to
Elementary and control communicate
school groups in each in the target
textbooks? 6- part of the language. 5.
To what extent listening The
are the comprehension suggested
proposed post-test results interactive
scaffolded in favour of the scaffolding
interactive experimental activities
activities group. 18 5. motivated the
effective in There is a pupils to
developing the statistically participate
identified significant more during

40
listening differenceof0.05 the learning-
comprehension between the teaching
skills of sixth mean scores of process. 139
grade the pupils in the 6. The pupils
elementary experimental gained good
schoolgirls in group in the pre- listening
Jeddah? test and their habits. 7. The
mean scores in suggested
the post-test interactive
results (in the scaffolding
total test) in activities
favour of the bridged the
latter. 6. There gap between
is a statistically the researcher
significant and the pupils
difference of0.05 and acted as
betweenthe a facilitator
mean scores of and scaffolder
the pupils in the for the pupils
experimental throughout
group in each the listening
part of the process. 8.
pretest and their The listening
mean scores in comprehensio
each part of the n skills of
post-test results foreign
in favour of the language
post-test. learners can
be developed
from the early
stages of
learning.
Furthermore,

41
 foreign
language
teachers
should not
neglect these
important
skills.

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42
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44