The study was conducted to determine the Effectiveness of Instructional Scaffolding in the Comprehension Level in Technology and Livelihood Education among First High School Students at St. Mary’s Academy of Nagcarlan, Laguna S.Y. 2013-2014. One section from the first year level in S.Y. 2012-2013 and S.Y. 2013-2014 were selected to be the respondents. This was based on their average from first grading. Each section have the same number of students. Thrity-nine students were from St. Anthony of Padua S.Y. 2012-2013 and this section was administered as the Control Group. The Experimental Group was represented by thirty-nine students in St. Anthony of Padua S.Y. 2013-2014. ...view middle of the document...
The respondents who underwent traditional approach obtained a mean of 83 and the respondents who had been taught with instructional scaffolding with the mean of 85 with the mean difference is 2 and with 0.00358447 P-value.
In the process of the study. It was found out that the use of instructional scaffolding was quite effective in improving the comprehension level of the students. This suggested that the use of instructional scaffolding was helpful to students for them to develop their skills and potentials.
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. St. Mary’s Academy of Nagcarlan adopted the curriculum since it is implemented in the Philippines in the S.Y. 2012-2013. The school intends to strengthen is learning areas particularly the Technology and Livelihood Education (T.L.E.) subject for it focus on technical skills and development. It covers the exploratory phase (Grades 7 and 8): mensuration and calculation, technical drafting, use of tools and equipment, maintenance of tools and equipment, and occupational health and safety. This phase will let the students determine their own field of specialization. The specialization phase is from Grades 9 to 12 where students will master their chosen field that may predict their own future work or expertise.
Teachers from the area of T.L.E tends to develop the teaching and learning process that they will give to the students of SMAN for them to be ready and competitive in the global community. Through various seminars and research the T.L.E. area adopt the use of instructional scaffolding with the recommendation of the Academic coordinator and the Administration.
Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with informal instructional formats within which their learning is facilitated. This theory was supported by Jesper Hoffmeyer as 'semiotic scaffolding'. Interactional support and the process by which adults mediate a child’s attempts to take on new learning have come to be termed “scaffolding.” Scaffolding represents the helpful interactions between adult and child that enable the child to do something beyond his or her independent efforts.
Now the challenge for the T.L.E. teachers in St. Mary’s Academy of Nagcarlan is how they will use effectively instructional scaffolding that aimed to improve the performance of the students in T.L.E.
III. Background of the Study
High school graduates nowadays are...