You are here:

The Impact of Scaffolding and Student Achievement Levels in a Problem-Based Learning Environment
ARTICLE

,

ISAIJLS Volume 35, Number 1, ISSN 0020-4277

Abstract

This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in which they were trying to become the youngest person to fly around the world in a balloon. One-hundred and eleven seventh grade students enrolled in a science and technology course worked in collaborative groups for a duration of 3 weeks to complete a project that included designing a balloon and a travel plan. Student groups used one of three problem-based, hypermedia programs: (1) a no scaffolding condition that did not provide access to scaffolds, (2) a scaffolding optional condition that provided access to scaffolds, but gave students the choice of whether or not to use them, and (3) a scaffolding required condition required students to complete all available scaffolds. Results revealed that students in the scaffolding optional and scaffolding required conditions performed significantly better than students in the no scaffolding condition on one of the two components of the group project. Results also showed that student achievement levels were significantly related to individual posttest scores; higher-achieving students scored better on the posttest than lower-achieving students. In addition, analyses of group notebooks confirmed qualitative differences between students in the various conditions. Specifically, those in the scaffolding required condition produced more highly organized project notebooks containing a higher percentage of entries directly relevant to the problem. These findings suggest that scaffolds may enhance inquiry and performance, especially when students are required to access and use them.

Citation

Simons, K.D. & Klein, J.D. (2007). The Impact of Scaffolding and Student Achievement Levels in a Problem-Based Learning Environment. Instructional Science: An International Journal of the Learning Sciences, 35(1), 41-72. Retrieved June 18, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.