Scaffolding in Learning of Science and its Impact on Achievement Among Rural Students in Bau
Teachers need to provide appropriate support to their students as they are struggling to understand the learning content. This study investigated scaffolding in learning of science and its impact on achievement among rural pupils in a primary school located at Bau, Sarawak. It also investigate...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English English |
| Published: |
Universiti Malaysia Sarawak, (UNIMAS)
2019
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| Online Access: | http://ir.unimas.my/id/eprint/47631/1/Iris%20Tia%2024%20pgs.pdf http://ir.unimas.my/id/eprint/47631/2/Iris%20Tia%20ft.pdf http://ir.unimas.my/id/eprint/47631/ |
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| Summary: | Teachers need to provide appropriate support to their students as they are
struggling to understand the learning content. This study investigated scaffolding in
learning of science and its impact on achievement among rural pupils in a primary
school located at Bau, Sarawak. It also investigated the effects of gender on pupils’
achievement using scaffolding and conventional teaching method. This study adopted
an experimental research design. A total of 60 pupils, comprised of 30 males and 30
females took part in this study. The sample was divided into two groups, control and
experimental with equal numbers of males and females. The control group was taught
using the conventional teaching method, while the experimental group was taught using
a scaffolding teaching method. Two research questions and three hypotheses tested at
0.05 level of significance guided the study. The instrument for data collection was
constructed on the topic of Energy in primary Year 5 science curriculum. The reliability
of the instrument was accessed using a test-retest reliability method, analyzed using the
Pearson correlation coefficient and was found to be 0.947. Mean was used to answer
the research questions, while two-way ANOVA was used to test the hypotheses. Results
showed that pupils taught using scaffolding teaching method performed significantly
better than their counterparts who were taught using conventional teaching method.
However, there was no statistically significant difference between the mean scores of
male and female pupils when taught using both teaching methods. Thus, educators are
recommended to shift from conventional teaching to the method that relies on support
and assistance to improve students’ achievement in science. |
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