Scaffolding in problem-based learning for low-achieving learners
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Publication Details
Author list: Haruehansawasin S., Kiattikomol P.
Publisher: Taylor and Francis Group
Publication year: 2018
Journal: The Journal of Educational Research (0022-0671)
Volume number: 111
Issue number: 3
Start page: 363
End page: 370
Number of pages: 8
ISSN: 0022-0671
eISSN: 1940-0675
Languages: English-Great Britain (EN-GB)
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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. ฉ 2018 Taylor & Francis Group, LLC.
Keywords
Low-achieving learners, vocational learners
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