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Examining the Hard, Peer, and Teacher Scaffolding Framework in Inquiry-Based Technology-Enhanced Learning Environments: Impact on Academic Achievement and Group Performance

Bibliographic Details
Title: Examining the Hard, Peer, and Teacher Scaffolding Framework in Inquiry-Based Technology-Enhanced Learning Environments: Impact on Academic Achievement and Group Performance
Language: English
Authors: Shin, Suhkyung, Brush, Thomas A., Glazewski, Krista D.
Source: Educational Technology Research and Development. Oct 2020 68(5):2423-2447.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Scaffolding (Teaching Technique), Active Learning, Inquiry, Technology Uses in Education, Educational Environment, Academic Achievement, Student Attitudes, Grade 9, High School Students, Biology, Science Instruction, Peer Relationship, Group Dynamics
DOI: 10.1007/s11423-020-09763-8
ISSN: 1042-1629
Abstract: The purpose of this study was to examine how students' academic achievement and group performance related to their perceptions of the usefulness of hard, peer, and teacher scaffolds. A single instrumental case approach that integrated quantitative and qualitative analysis was employed for this study, which involved data gathered from 163 students in a ninth-grade biology course. Statistical results suggest that the students' perceived usefulness of hard scaffolding, followed by peer scaffolding, was the most significant variable to predict individual academic achievement. However, only the perceived usefulness of peer scaffolding was found to be a significant predictor of group performance. This finding empirically points to the positive impact that student perceptions of the usefulness of hard, peer, and teacher scaffolds may have on students' individual academic achievement and group performance in IBL (inquiry-based learning) activities.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1269115
Database: ERIC
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ISSN:1042-1629
DOI:10.1007/s11423-020-09763-8
Published in:Educational Technology Research and Development
Language:English