Effect of Instructional Scaffolding on Students Reading Comprehension and Motivation at Elementary Level

Abstract

This study investigates the impact of instructional scaffolding on elementary students’ reading comprehension and motivation. A true experimental design, specifically the pre-test and post-test control group design, was employed. A sample of 30 elementary students was divided into two groups: one received instructional scaffolding during reading activities, while the other received traditional instruction. Data were collected through classroom-based pre-and post-tests. Reading comprehension was assessed using MCQ tests based on Bloom’s Taxonomy (knowledge and comprehension levels), and motivation was measured using a Likert-scale questionnaire. The reliability of the instruments was verified using Cronbach’s Alpha, and item analysis was conducted to assess the difficulty and discrimination of the MCQs. Data normality was checked using the Kolmogorov-Smirnov and Shapiro-Wilk tests. An independent samples t-test was used to compare the control and experimental groups, while a paired samples t-test evaluated the pre-and post-test results of the experimental group. The findings revealed a significant improvement in reading comprehension and motivation among students who received instructional scaffolding, highlighting its effectiveness as a valuable pedagogical strategy for enhancing literacy at the elementary level.

Keywords:  Scaffolding, Instructional scaffolding, Reading comprehension and motivation