Use of Demonstration in Instructional Scaffolding and Students’ Learning in Geography in Secondary Schools in Fako Division, Cameroon

Mary Akpan, Christopher and Yaro, Loveline (2022) Use of Demonstration in Instructional Scaffolding and Students’ Learning in Geography in Secondary Schools in Fako Division, Cameroon. International Journal of Formal Education, 1 (11). pp. 73-91. ISSN 2720-6874

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Abstract

Lev Vygotsky’s socio- cultural Theory and the concept of the Zone of Proximal development has been credited for the use of instructional scaffolding in modern day classrooms. Though the constructivist theorists advocate for students to construct knowledge on their own for it to be meaningful to them, scaffolding facilitates the learner’s ability to build on prior knowledge and internalize new information. The process of teaching implies interaction, cooperation and effective communication among the teacher and students. This is strongly influenced by the social and cultural context of the education system that sees teaching as the transformation of socially constructed knowledge where the role of the teacher is that of a collaborator and co- constructor. One way to describe and explain the role of the teacher is with the use of the concept of scaffolding. To this end, the study describes Instructional scaffolding and seeks to investigate how the specific pedagogical strategy of demonstration used in scaffolding can promote learning in secondary school students in Fako Division. Using a descriptive survey design, questionnaires were used to collect data from Geography students and teachers. The sample population for the study was made of 200 students. Descriptive statistics were used to describe the data collected, while the Pearson product-moment correlation coefficient was used to test the research hypotheses. Statistical findings showed a very significant and positive relationship between demonstration techniques and students’ learning in Geography (R= 0.533**, P= 0.002 < 0.05). The positive sign of the relationship implies that students learning improves when demonstration techniques are used in teaching Geography. The study recommended that the school authorities and the ministry of Secondary Education should ensure adequate and regular supervision of schools and instructions to ensure that suitable instructional strategies are used to improve students’ performance.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Postgraduate > Master's of Islamic Education
Depositing User:	Journal Editor
Date Deposited:	17 May 2024 03:08
Last Modified:	17 May 2024 03:08
URI:	http://eprints.umsida.ac.id/id/eprint/13756

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