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Scaffolding in problem-based learning for low-achieving learners

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  • Sanit Haruehansawasin
  • Paiboon Kiattikomol

Abstract

This research investigates scaffolding approaches for supporting low-achieving learners in a problem-based learning environment. The study was conducted in a vocational school with 3 different approaches to scaffolding using 3 groups in addition to a control group. The area of focus was a learning module using computer spreadsheets. The results showed that there was a significant difference in outcomes among the 4 groups. The group that used a semicollaborative approach combined with worksheet performed significantly higher on posttests than the other group. This study illustrates the value of scaffolding for low achievers in problem-based learning environments and identifies the specific type of scaffolding that is most effective.

Suggested Citation

  • Sanit Haruehansawasin & Paiboon Kiattikomol, 2018. "Scaffolding in problem-based learning for low-achieving learners," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(3), pages 363-370, May.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:363-370
    DOI: 10.1080/00220671.2017.1287045
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    Cited by:

    1. Feifei Han, 2021. "The Relations between Teaching Strategies, Students’ Engagement in Learning, and Teachers’ Self-Concept," Sustainability, MDPI, vol. 13(9), pages 1-15, April.
    2. Oracion, RjD. & Balondo, Milesa N. & Cagadas, Nikka Q. & Cortez, Argie S. & Daraug, Julianne D. Densing & Johnryl Macariday & James Carlo S. & Santonia, Sheenah Grace M. & Flora, Frexson M. & Krystal , 2024. "The Relationship of Teaching Strategies and Self-Concept on Students’ Engagement in Learning: A Quantitative Investigation," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 2017-2026, April.

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