Effects of Scaffolding on English Language Learners’ Academic Buoyancy
DOI:
https://doi.org/10.47672/ajep.2619Keywords:
Scaffolding, Academic Buoyancy, LearnersAbstract
Purpose: The study investigated the effects of scaffolding on English language learners’ academic buoyancy as informed by social cultural theory, supported by cognitive load theory.
Materials and Methods: Sequential explanatory design within the mixed methods approach was adopted involving 364 learners of English language and 10 teachers who were picked out through purposive sampling from four secondary schools in Kenyenya Sub-County, Kenya. Quantitative data was collected using Solomon-four non-equivalent quasi experimental group design while qualitative data was collected using interview technique. Instruments of data collection were pre-test and post-test questionnaires adapted from Martin and Marsh (2008), scaffolding modules and interview schedules. Internal validity of the questionnaires was investigated using Kaiser-Meyer-Oklin (KMO Index) and Bartlett’s Test of Sphericity, while validity of the experiment was ensured using 2 intervention and 2 control groups. Reliability of the pre-test and post-test questionnaires was established using split half and Cronbach’s Alpha techniques. Quantitative data was analyzed by frequency percentages, mean, standard deviation and t-test analysis using the SPSS package version 26.0 while qualitative data was analyzed thematically.
Findings: Pre-post questionnaire results revealed that the posttest mean scores of academic buoyancy among the experimental groups were significantly higher than those of the control groups. The paired samples t-test showed a statistically significant effect of scaffolding learning on academic buoyancy. From qualitative data, the study established that scaffolding led to an improvement in academic buoyancy among the learners of English language. Therefore, scaffolding learning process enhanced academic buoyancy of learners.
Implications to Theory, Policy and Practice: The Ministry of Education should retrain teachers on scaffolding teaching to empower and refresh teachers’ knowledge, since scaffolding learning is very effective in enhancing learners’ academic buoyancy.
Downloads
References
Atandi, B.C., Gisore, B. & Ntabo, A.J., (2019). Influence of teaching methods on students’ academic performance in Kiswahili subject in public and private secondary schools in Lang’ata sub-county. African Research Journal of Education and Social Sciences, 6(2), 16-24.
Boundless (2016). Human Language Development: Boundless Psychology. https://www.boundless.com
Braun, V., & Clarke, V. (2012). Using thematic analysis in psychology. Qualitative research in psychology (3) 11-101
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Gong, C., Tan, C. & Chin, C.K. (2018). Scaffolding instruction for Chinese essay writing with assessment as learning. Teaching Chinese Language in Singapore, 1, 121-134. DOI: 10.1007/978-981-10-8860.5-9
Jones & Bertlett. (2000). Nurse’s Drug Handbook. Sudbury, MA, Jones and Bertlett Publishers
Kenya Institute of Curriculum Development (2017). Basic Education Framework. Nairobi. Kenya Literature Bureau.
Kenya Institute of Education (2012). Secondary Education English Syllabus. Volume 2. Nairobi. Government Printers
Levy, Y., & Ellis, T.J. (2011). A guide for novice researchers on experimental and quasi-experimental studies in information systems research. Interdisciplinary Journal of Information, Knowledge and Management, 6(1), 151-161
Ma, X., Xie, D., Luo, S.,& Tian, S. (2023). Research on English teaching practice in high school based on independent learning theory. Open Journal of Social Sciences 11(11) 397-419
Maiko, R.B. (2018). Strategies employed in teaching integrated English and their influence on performance among secondary school students in Kenyenya Sub-County, Kisii County [Published MED Thesis, Kenyatta University] http://ir-library.ku.ac.ke/handle/123456789/18656
Mahan, K.R. (2020). The comprehending Tteacher: Scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 2, 34-45. DOI: 10.1080/09571736.2019.1705879
Martin, A.J & Marsh H. (2020). Academic buoyancy: Towards an understanding of students everyday resilience. Journal of School Psychology, 46(1), 53-83
Martin, A.J & Marsh H. (2008). Academic buoyancy: towards an understanding of students everyday resilience. Journal of School Psychology. DOI: 10.1016/j.jsp.2007.01.002
Mercer, (S. 2018). Psychology for language learning. Spare a thought for the teacher. Language Teaching, 51(4),504-525
Miller, G.A (1956). The magical number seven plus or minus two, some limits of our capacity for processing information. Psychological Review, 63, 81-97
Murigase, G. & Desai, Z. (2020). Language of instruction and quality of education in Rwanda: A case study of secondary schools’ third form learners in the Gisagara District: http://hdl.handle.net/11394/7244
Mutsotso, E. & Nabukonde, L. (2019). An analysis of characteristics and students’ understanding of integrated English skills approach in teaching English language in selected secondary schools in Nairobi County. African Research Journal of Education and Social Sciences, 6(1), 20-34.
Omuna,M.O.,& Kurgatt, C.K. (2023). Influence of teaching methods used on the acquisition of English reading skills in secondary schools in Kenya. International Journal of Innovative Research and Development, 12(11), 15-21
Sarikas, C. (2020). Vygotsky Scaffolding: What it is and how to Use it: https//blog.prepscholar.com. Retrieved from https://www.cfrinc.net
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285
Sweller, J. (2003). Evolution of Human cognitive architecture. The Psychology of Learning and Motivation. 43 (2003), 215-266
Van de Pol, J., Volman, M.& Beishizen, J. (2018). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43(5), 615-641
Van de Pol, J.V., Mercer, N.M., & Volman, M. (2019). Scaffolding student understanding in small group work: students’ uptake of teacher support in subsequent small group interaction. Journal of the Learning Sciences, 28(2), 206-239
Vygotsky, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press
West, A., Swanson, J., & Limpscomp, L. (2019). Instructional Methods and Strtegies to Meet the Needs of all Learners.: https://granite.presbooks.pub
Wood, D.J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100
Zelnick, E. (2017). Teacher induction mentor support for beginning English teachers: a narrative enquiry: California University from: https://www.Academia.edu
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Eunice Kerubo Ayiera, Judith Owaa, Benard Mwebi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
