Effects of Concept Scaffolding Teaching Approach on Grade 7 Students’ Conceptual Understanding and Problem-solving Performance in Mathematics

Conference: The Asian Conference on Education (ACE2022)
Title: Effects of Concept Scaffolding Teaching Approach on Grade 7 Students’ Conceptual Understanding and Problem-solving Performance in Mathematics
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Oral Presentation
Authors:
Asgar Anda, Mindanao State University - Marawi, Philippines
Jocelyn Aman, Mindanao State University - Marawi, Philippines

Abstract:

This study aimed to investigate the effects of concept scaffolding teaching approach on students’conceptual understanding and problem-solving performance in mathematics on the topic domains such as special products, equations and inequalities. The study used quasi-experiment with pretest-posttest control group design. The participants were Grade 7 students of Mindanao State University – Saguiaran Community High School. The findings showed that after intervention, there was significant difference on the control and experimental groups of students’conceptual understanding test mean score. Similarly, a noticeable significant difference was observed on the control and experimental groups of students’ conceptual understanding test mean gain score. Furthermore, there was significant difference on the control and experimental groups of students’ problem-solving performance test mean score. However, it was found that there was no significant difference on the control and experimental groups of students’ problem-solving performance test mean gain score but the experimental group gained a higher mean gain score than the control group. The finding of this study revealed that the concept scaffolding teaching approach has a positive effect on students’ conceptual understanding and problem-solving performance in mathematics. The study did not find sufficient evidence to distinguish the difference in the mean gain score on the control and experimental groups after intervention in the problem-solving performance test. As a result, future researchers should increase the duration and sample size of the study so that the effect of the integration of the concept scaffolding teaching approach specifically on the problem-solving performance will be more effective.

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