The Effectiveness of Using the instructional ‎Scaffolding Strategy in Teaching Mathematics in ‎Improving the Self-efficacy of High-school Students ‎in Jordan

Abstract

This study aimed to identify the effectiveness of using the instructional scaffolding strategy in teaching mathematics in improving the self-efficacy among high school-students in Jordan. To achieve the study objectives, the researchers built a self-efficacy scale. An available sample that consisted of (44) first-secondary students was drawn from one of the public schools in Amman. They were distributed equality into two study groups. The validity and reliability of the self-efficacy scale were verified. The results of the study showed that there were statistically significant differences at the level of significance (α=0.05) between the performance of the experimental and control groups at the post-application of the self-efficacy scale, in favor of the experimental group. In light of the results of the study, the researchers recommended that teachers employ instructional scaffolding in teaching mathematics to secondary-school studentsThis study aimed to identify the effectiveness of using the instructional scaffolding strategy in teaching mathematics in improving the self-efficacy among high school-students in Jordan. To achieve the study objectives, the researchers built a self-efficacy scale. An available sample that consisted of (44) first-secondary students was drawn from one of the public schools in Amman. They were distributed equality into two study groups. The validity and reliability of the self-efficacy scale were verified. The results of the study showed that there were statistically significant differences at the level of significance (α=0.05) between the performance of the experimental and control groups at the post-application of the self-efficacy scale, in favor of the experimental group. In light of the results of the study, the researchers recommended that teachers employ instructional scaffolding in teaching mathematics to secondary-school students