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Learners’ scaffolding techniques : by Rizel D. Esparcia. their advantages in learning mathematics [thesis] /

By: Contributor(s): Material type: TextTextDescription: ix, 89 leaves : illustrations, charts ; 28 cmSubject(s): LOC classification:
  • (GS-MAEMath) LG 221 D35 G73 A5 E38 M38 .2024 E87
Online resources: Dissertation note: Summary: Abstract The study aimed to examine the extent of advantages of the scaffolding techniques and how they relate to the academic performance of learners in Mathematics. The respondents of the study were the three hundred twelve (312) randomly selected Grade 7 learners from a public secondary school in the Division of Negros Oriental during the academic year 2023-2024. The study employed the descriptive- correlational research design and utilized a validated questionnaire. The statistical tools used in this study included percent, weighted mean, mean, and Multiple Regression Analysis. The findings revealed that learners have “very high” perceptions on the advantages of scaffolding techniques in learning Mathematics in terms of one-on-one peer tutorial, group study, teacher demonstration, video tutorial, and self-directed learning. Moreover, the overall academic performance rating of the students in Mathematics is in the “satisfactory” level. Furthermore, the learners’ perceived effectiveness of the following scaffolding techniques significantly predicts their academic performance in Mathematics: one-on-one peer tutorial, group study, teacher demonstration, and video tutorial. Keywords: academic performance, advantages, learners’ scaffolding techniques, Mathematics
List(s) this item appears in: Education (Major in Mathematics), Master of Arts in
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Thesis Thesis Thesis and Dissertation Thesis, Dissertation (GS-MAEMath) LG 221 D35 G73 A5 E38 M38 .2024 E87 (Browse shelf(Opens below)) Available 0232025007015015

Graduate thesis (Education (Major in Mathematics), Master of Arts in) -- Foundation University, 2024.

Includes bibliographical references and appendices.

Abstract

The study aimed to examine the extent of advantages of the scaffolding techniques
and how they relate to the academic performance of learners in Mathematics. The
respondents of the study were the three hundred twelve (312) randomly selected
Grade 7 learners from a public secondary school in the Division of Negros Oriental

during the academic year 2023-2024. The study employed the descriptive-
correlational research design and utilized a validated questionnaire. The statistical

tools used in this study included percent, weighted mean, mean, and Multiple
Regression Analysis. The findings revealed that learners have “very high”
perceptions on the advantages of scaffolding techniques in learning Mathematics in
terms of one-on-one peer tutorial, group study, teacher demonstration, video
tutorial, and self-directed learning. Moreover, the overall academic performance
rating of the students in Mathematics is in the “satisfactory” level. Furthermore,
the learners’ perceived effectiveness of the following scaffolding techniques
significantly predicts their academic performance in Mathematics: one-on-one
peer tutorial, group study, teacher demonstration, and video tutorial.

Keywords: academic performance, advantages, learners’ scaffolding techniques,
Mathematics

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