Faheem Khan, Aqsa Ahmad, Memoona Gul, Shakeel Hussain, Sobia Yousaf
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Effect of Scaffolding Teaching Method on Students’ Academic Achievement in Mathematics
The current research focuses on the scaffolding instructional technique in improving students’ understanding level in the subject of mathematics. The study was experimental in nature and thereby experiment was conducted at Government School Daraban Kalan, District Dera Ismail Khan, Khyber PakhtunKhwa. Two groups are formed of 10th grade students on the basis on pre-test score. Twenty five (25) students were randomly assigned to control group whereas 25 students assigned randomly to experimental group. Control group were taught to conventional style of teaching while treatment group was taught by using scaffolding instructional approach. Pretest and Posttest was developed from 10th grade mathematics syllabus. The result of the study reveals that students secured high marks in experimental group as compared to control group. The study concluded that scaffolding instructional strategy enhances the students learning in academic achievement.
期刊介绍：
Journal of Social Sciences and Management Studies (ISSN: 2957-8795) is a peer reviewed journal focuses on integrating theory, research and practice in the area of management and social sciences. The journal discusses the distinctive disciplinary practices within the sciences of the management and social field and examines examples of these practices. In order to define and exemplify disciplinarity, the journal fosters dialogue ranging from the broad and speculative to the microcosmic and empirical. In considering the varied interdisciplinary, trans-disciplinary or multidisciplinary work across and between the social, natural and applied sciences, the journal showcases interdisciplinary practices in action. The focus of papers ranges from the finely grained and empirical, to wide-ranging multi-disciplinary and transdisciplinary practices, to perspectives on knowledge and method.
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