Effects of class size and adaptive teaching competency on classroom processes and academic outcome

Teacher scaffolding, in which teachers support students adaptively or contingently, is assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the current experimental classroom study we investigated whether scaffolding affects students' achievement, task effort, and appreciation of teacher support, when students work in small groups. We investigated both the effects of support quality (i.e., contingency) and the duration of the independent working time of the groups. Thirty social studies teachers of pre-vocational education and 768 students (age 12-15) participated. All teachers taught a five-lesson project on the European Union and the teachers in the scaffolding condition additionally took part in a scaffolding intervention. Low contingent support was more effective in promoting students' achievement and task effort than high contingent support in situations where independent working time was low (i.e. help was frequent). In situations where independent working time was high (i.e., help was less frequent), high contingent support was more effective than low contingent support in fostering students' achievement (when correcting for students' task effort). In addition, higher levels of contingent support resulted in a higher appreciation of support. Scaffolding, thus, is not 123Instr Sci (2015) 43:615-641 DOI 10.1007/s11251-015-9351-z unequivocally effective; its effectiveness depends, among other things, on the independent working time of the groups and students' task effort. The present study is one of the first experimental study on scaffolding in an authentic classroom context, including factors that appear to matter in such an authentic context.

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“…Boersma et al 2009;De Bruijn et al 2005). We used a five-point likert scale ranging from 'I don't agree at all' to 'I totally agree'.…”

Section: Task Effortmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

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“…However, the teacher's professional competencies (e.g. Brühwiler & Blatchford 2011) were particularly helpful for reducing off-task discussions in the 3D game, developing a shared understanding of the inter-professional nature of the task, and explaining one's own activities in a meaningful way as a part of solving inter-professional tasks. As demonstrated in Example 2, problem solving in settings with teacher's real-time orchestration can be called productive knowledge construction, as members develop processes of shared knowledge construction built on others' ideas and thoughts (see also Arvaja et al 2007).…”

Section: Discussionmentioning

confidence: 99%

Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a difference?

Hämäläinen

Oksanen

2012

Computers & Education

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“…These findings are similar to Koh and Shin's (2017) observation that class sizes are other demands for teachers that affect their feelings and performance in inclusionary practices. In a case like this one, the rate of learning support is compromised as reduced class enrolment is meant to maximise the support to learners who are disadvantaged (Bruwiler & Blatchford, 2011;Njue, Aura & Komen, 2014). It is worth noting that the school authorities make frantic efforts to reduce the number of learners in classes which learners with vision impairment are allocated.…”

Section: Large Class Sizesmentioning

confidence: 99%

Factors Influencing the Poor Academic Performance of Learners with Vision Impairment in Science Subjects in Kgatleng District in Botswana

Habulezi¹,

Batsalelwang²,

Malatsi³

2017

IJLTER

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Abstract. This study employed qualitative research design. The main purpose was to determine factors that influence the poor academic performance of learners with vision impairment in science subjects at a senior secondary school in Botswana. Using purposeful sampling, 14 learners and 5 teachers were selected for the study. Data collection involved interviews, observation and document analysis. The findings revealed that multiple factors influence the poor performance of learners with vision impairment. The factors include shortage of human and material resources, teaching methods, teacher and learner attitudes. It is very clear from the findings that learners with vision impairment are experiencing challenges in learning science that are a result of deficient pedagogical practices, shortage of specialised teachers of science and material resources. The study, therefore, recommends intensive review of human resource deployment policies and improved monitoring and evaluation of inclusive education practices in schools if learners with vision impairment are to achieve the desired outcomes.

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Effects of class size and adaptive teaching competency on classroom processes and academic outcome

Cited by 157 publications

References 29 publications

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a difference?

Factors Influencing the Poor Academic Performance of Learners with Vision Impairment in Science Subjects in Kgatleng District in Botswana

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