Efficacy of Learning Scaffolds in Teaching IT Students in the Zone of Proximal Development

Abstract

This paper exhibits the learner sited in the zone of proximal development as it aimed to display the performance efficacy in the two levels of the zone of proximal development, the actual development level, where a learner performs independently, and the level of potential development, where a learner performs with the assistance of a more skilled individual. Execution viability in this study mounts learner experiences using learning scaffolds and determines efficacy performance using a pretest and posttest scheme and the mean scores of a controlled and experimental course learning activities. The study employed descriptive-quantitative design to ascertain efficacy in learners’ feat. The experimental method of research was employed across researcher-identified tracking phases. It consisted of 65 student participants belonging to three sections taking Computer Programming course under the 1st year level of the Bachelor of Science in Information Technology program curriculum and were purposely selected based on qualifiers. The study revealed that the utilization of scaffolding strategies appears to be operative amidst the tracking phases from zero or little knowledge to the widening of the competency of a learner as results reflect incremental percentage frequency distribution in the learner experiences and considerably significant differences in the mean scores of a pre-test and post-test, and in the mean scores of the controlled and experimental laboratory activities. Henceforth, the researcher recommended that learners in areas across and outside information technology courses and curriculum may protrude distinctive scaffolding strategies as they manifest.