WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS

SCHOOL OF TEACHER EDUCATION

GRADUATE SCHOOL
Janiuay, Iloilo
1

"The effectiveness of Scaffolding Instructional Strategy in Teaching Mathematics"

CONCEPT PAPER

Camino, Chariel

Calambro,

AlizaMarie

Flores, JimaCharile

Peñaflorida,Francis

Bachelor of Secondary Education Major in Mathematics

 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
2

INTRODUCTION

Mathematics holds a pivotal role in higher education, serving as a foundational

discipline across diverse fields of study in universities and colleges.However, despite its

significance, the academic performance of students in Mathematics, particularly in national

examinations, has shown a disappointing trend (Abubakar & Uboh, 2010; Makondo &

Makondo, 2020).

Throughout the field of education, special education and general education

teachers are providing their diverse students with scaffolding instruction. Scaffolding is

additional support given to a student by an instructor in order to enhance learning and

aid in the mastery of skills. Teachers choose to scaffold based on students’ needs and

teachers build upon students’ experiences and knowledge as they are learning new

skills. This approach allows students to learn content and material through additional

support and/or assistance.

Scaffolding material allows students with special needs access to the general

education material through various modifications. This access also allows for

opportunities that are more equitable for students with special needs. In addition, there
 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
3

is a major emphasis on decoding and general vocabulary in the earlier elementary

years. Students in high school move on to a greater emphasis on critical

comprehension and spend little time on decoding (Chall, 2014).

NEEDS FOR THE STUDY

The utilization of effective instructional strategies is crucial for enhancing

student learning outcomes in the field of mathematics. Among the various pedagogical

approaches, scaffolding has gained significant attention for its potential to support

students in developing a deeper understanding of mathematical concepts.

This study aims to explore the effectiveness of scaffolding instructional

strategies in teaching mathematics and its impact on student learning.The primary

objective of this study is to investigate the effectiveness of scaffolding instructional

strategies in enhancing student learning outcomes in mathematics. The research will

focus on evaluating the impact of scaffolding techniques on student engagement,

problem-solving skills, conceptual understanding, and overall academic achievement in

mathematics.
 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
4

Implementating of scaffolding techniques

The study is designed to helps students build on their existing knowledge and

skills by providing guidance, prompts, and resources to help them navigate complex

mathematical tasks.In in teaching mathematics aims to create a supportive learning

environment that empowers students to tackle challenging mathematical concepts,

develop problem-solving skills, and deepen their conceptual understanding.

Examine the Impact of scaffolding

The study intends to the examination of the effectiveness of scaffolding as an

instructional strategy in teaching mathematics aims to evaluate how scaffolding

techniques support student progress, enhance problem-solving skills and conceptual

understanding, foster engagement and motivation, promote long-term learning, and

develop students' independence and self-regulation in mathematics.

Addressing a Gap in Research

This study aims at resolving a gap involves conducting empirical studies to

gather evidence on the effectiveness of scaffolding in teaching mathematics. By

collecting data on student learning outcomes, performance, and attitudes towards

mathematics when scaffolding strategies are implemented, researchers can contribute

to building a robust empirical foundation for this instructional approach. Also, it aims to

broaden knowledge, provide empirical evidence, conduct comparative analyses, explore

diverse contexts, develop best practices, and assess the impact on student learning. By
 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
5

filling this research gap, scholars can contribute to the enhancement of teaching

practices and student outcomes in mathematics education.

Enhancing student learning outcomes

The study aims to support conceptual understanding, promoting problem-solving

skills, fostering independence, addressing learning gaps, increasing engagement and

motivation, and measuring progress and achievement. By leveraging scaffolding

effectively, educators can create a conducive learning environment that empowers

students to succeed in mathematics and beyond.

Supporting Critical thingking

The aim of the study is to promote critical thingking processes for

educators,guiding problem-solving, encouraging multiple perspectives, promoting

inquiry and exploration, developing problem-solving strategies, and encouraging

reflection and evaluation. Through scaffolding, educators can create a scaffolded

learning environment that nurtures students' critical thinking skills and empowers them

to become proficient, analytical, and discerning mathematical thinkers.

 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
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BACKGROUND OF THE STUDY

Mathematics education plays a crucial role in shaping students' academic

achievement and their overall cognitive development (Hashim et al., 2021; Akino, 2023;

Husnah et al., 2021; Marasabessy, 2021; Maryanti et al., 2022). The mastery of

mathematical concepts and problem-solving skills not only contributes to academic

success but also equips individuals with essential competencies for real-world

applications. The significance of mathematical knowledge for scientific and

technological progress is widely acknowledged, which in turn plays an integral role in a

nation's socioeconomic development. Mathematics serves as a critical foundation for

various human endeavors and is particularly crucial in the fields of science, technology,

and other fundamental activities (Abubakar & Eze, 2010). Mathematics plays a pivotal

role in comprehending diverse subjects and languages, serving as a valuable tool for

scientific disciplines and contributing to human reasoning and logical thinking. It is

instrumental in our pursuit of knowledge about the world and self-understanding (Jameel

& Ali, 2016).

 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
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The rapid advancement of technology has become a catalyst for societal

progress, and Mathematics stands as the bedrock that underpins both technological

and scientific advancements. In contemporary society, the integration of Mathematics

and technology has permeated across various domains, with automation

revolutionizing nearly every profession. Consequently, the acquisition of mathematical

knowledge and proficiency is indispensable, as it cultivates computational skills crucial

for everyday problem-solving.

The concept of scaffolding has received a great deal of attention in

educational research over the past few decades. An abundance of research on

scaffolding in different contexts is thus the result. Scaffolding highlights one of the key

aspects of children’s learning, namely that it is often “guided by others” (Stone 1998a,

p. 351). Scaffolding refers to a systematic instructional approach that provides

temporary support and guidance to students as they engage in challenging tasks or

problem-solving activities (Wood et al., 1976). The scaffolding strategy aims to bridge

the gap between student's current abilities and the desired learning outcomes by

breaking down complex tasks into manageable steps, offering prompts, modeling

strategies,

and providing feedback (Vandepol et al., 2010). Scaffolding supports mathematical

understanding by providing the necessary support in applying new information.

 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
8

Scaffolding with prior knowledge also helps students make connections with what they

already know. An example of scaffolding is when the teacher begins by showing

students how new information can be used. Then the teacher guides the students as

they use the new information. Then the teacher has students use the new information

independently.

Scaffolding is closely tied to Vygotsky's Zone of Proximal Development (ZPD).

ZPD as defined by Vygotsky ( 1978) is the distance between what a learner can

achieve

independently and unassisted and the level of potential cognitive development with

expert or peer guidance. The type of guidance needed to achieve or perform at a

higher level in Yygotsky's ZPD theory echoes what is understood as scaffolding. A

learner would not be able to understand or achieve on their own without scaffolds such

as tools, techniques, and strategies. Essentially, scaffolding is a vital component

provided externally to help a learner on the learning path toward the maturation of

understanding or mastery of a task. Analogous to the literal meaning of a scaffold,

scaffolding is a temporary support system that "allows students to meaningfully

participate in and gain skill at tasks that they could not complete unassisted"

43(Belland, 2014, p.2).

Scaffolding continues until the tasks can be completed by students without support.
 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
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Scaffolded instruction is "the systematic sequencing of prompted content, materials,

tasks, and teacher and peer support to optimize learning" (Dickson, Chard, & Simmons,

1993). Scaffolding as an instructional strategy is at its heart student-centered in that it

is geared towards a tailored and differentiated instructional model aiming to meet

students' disparate needs in different learning stages (Resier, 2004; Van Merrienboer &

Kirschner, 2017).

The quantitative research titled "The effectiveness of scaffolding instructional

strategy in teaching mathematics" aims to investigate the impact of scaffolding on

students' learning outcomes in mathematics. The study will compare the effectiveness

of scaffolding with traditional teaching methods, and will explore students' attitudes and

perceptions towards the scaffolding instructional strategy. The research will also

identify any potential challenges or limitations associated with the implementation of

scaffolding in mathematics teaching.

This study aims to contribute to the ongoing research on effective teaching

strategies in mathematics education, and to provide insights into the benefits of

scaffolding as a tool for improving students' learning outcomes in mathematics.

STATEMENT OF THE PROBLEM

 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
10

1. How do scaffolding instructional strategies influence student engagement in

mathematics learning?

2. What is the impact of scaffolding on students' problem-solving skills and ability to

apply mathematical concepts?

3. To what extent does the use of scaffolding enhance students' conceptual

understanding of mathematical concepts?

4. What are the perceived benefits and challenges of implementing scaffolding

instructional strategies in mathematics education?

OBJECTIVES

This study aims to identify the following:

1. To assess the effectiveness of the scaffolding instructional strategy in enhancing

students' understanding and performance in mathematics.

2. To compare the academic achievements of students taught using the scaffolding

instructional strategy with those taught using traditional methods.

3. To analyze the students' perceptions and attitudes towards the scaffolding instructional

strategy in mathematics education.

4. To investigate the long-term retention and application of mathematical concepts among

students exposed to the scaffolding instructional strategy.

5. To identify any potential challenges or limitations associated with implementing the

 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
11

scaffolding instructional strategy in mathematics teaching.

RESEARCH METHODOLOGY

The research methodology used in this study is quantitative research method.

Quantitative research methods are basically applied to the collection of data that

is structured and which could be represented numerically (Matthews & Ross, 2010)

Research Approach

A Quantitative methods shall be used for this study. This will enable

researchers to analyze the effectiveness of scaffolding instructional strategy in teaching

mathematics.

Participants

Participants shall include a sampling of Grade nine (9) students of Janiuay

National Comprehensive High School in the Municipality of Janiuay.

Sampling
 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
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The sampling technique used in this study is random sampling. Random

sampling is a method of selecting a sample from a larger population in which each

member of the sample is chosen randomly and has an equal chance of being selected.

This ensures that the sample is representative of the population and reduces the risk of

bias.

Quantitative Method

Surveys: To obtain quantitative data about effectiveness of scaffolding

instructional strategy in teaching mathematics, a questionnaire survey checklist is to be

drawn up. A likert scale ranging questionnaire checklist be used to measure the

participants responses to effectiveness of scaffolding instructional strategy in teaching

mathematics.

Ethical Considerations

Throughout the course of this study, and in order to address any possible

risks or inconveniences arising from participation, due care will be taken with ethics

guidelines such as obtaining explicit consent,ensuring the accuracy and integrity of the

data collected, privacy, fairness and respect to participants ensuring that all data are

correct and confidential and for research purposes only.

These considerations aim to ensure the well-being and privacy of the

 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
13

participants involved in the study.

Researchers ensure that the study does not cause any harm or discomfort

to the participants. If any adverse effects are identified during the course of the study,

appropriate actions should be taken to address them promptly.

Limitations

Limitations of research methodology, including potential biases related to

the choice of participants, reliance on self verified data, and generalizability of results in

a variety of contexts should be recognized. This limitation should be considered in the

research report.

RESEARCH TIMELINE

For the purpose of planning and organizing individual phases of studies, it

is essential to establish a research timeline. This is an overall overview of the study

timeline for examining the effectiveness of scaffolding instructional strategy in teaching

mathematics.

1. Concept Paper Title (1 day)

2. Introduction ( 1day)
 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
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3. Need for this study ( 1 day)

4. Background ( 1 day)

5. Research Questions and or Hypothesis ( 1 day)

6. Research Methodology ( 1 day)

7. Data Analysis Interpretation and Discussions ( 1 day)

 WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
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REFERENCES

Abubakar, R. B., and Eze, F. B. (2010). Female learners’ academic performance

Mathematics at federal college of education (Technical), Omoku, Rivers State.

International Journal of Social and Policy Issues, 11(2), 48-53.

https://www.researchgate.net/publication/371723984_

Chall, J. (1983). Stages of Reading Development. NY: McGraw B Hill Book Company.

https://www.semanticscholar.org/paper/Stages-of-reading-development-Chall

Rayan. (2019, April 1). The importance of mathematics in the modern world. The

Superprof Blog - UK. https://www.superprof.co.uk/blog/maths-and-the-modern-

world/

Van De Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher–Student

Interaction: A Decade of research. Educational Psychology Review, 22(3), 271–

296. https://doi.org/10.1007/s10648-010-9
WEST VISAYAS STATE UNIVERSITY – JANIUAY CAMPUS
SCHOOL OF TEACHER EDUCATION
GRADUATE SCHOOL
Janiuay, Iloilo
16