Arab Educational Information Network

هدفت الدراسة إلى التعرف إلى فاعلية توظيف استراتيجية السقالات التعليمية في تدريس الرياضيات في تحسين الكفاءة الذاتية لدى طلبة المرحلة الثانوية في الأردن. ولتحقيق أهداف الدراسة، قام الباحثون ببناء مقياس الكفاءة الذاتية. تكونت عينة الدراسة من (44) طالباً من طلبة الصف الأول الثانوي في إحدى المدارس الحكومية في عمان، تم إختيارهم بالطريقة المتيسرة، ووزعوا على مجموعتي الدراسة بالتساوي. وبعد التحقق من صدق وثبات مقياس الكفاءة الذاتية، تم تطبيقه على عينة الدراسة. وقد أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (α=0.05) بين المتوسطات الحسابية لأداء طلبة المجموعتين التجريبية والضابطة في التطبيق البعدي لمقياس الكفاءة الذاتية تعزى لطريقة التدريس لصالح المجموعة التجريبية. وفي ضوء نتائج الدراسة، أوصى الباحثون بضرورة توظيف السقالات التعليمية في تدريس الرياضيات لطلبة المرحلة الثانوية. (الملخص المنشور)

This study aimed to identify the effectiveness of using the instructional scaffolding strategy in teaching mathematics in improving the self-efficacy among high school-students in Jordan. To achieve the study objectives, the researchers built a self-efficacy scale. An available sample that consisted of (44) first-secondary students was drawn from one of the public schools in Amman. They were distributed equality into two study groups. The validity and reliability of the self-efficacy scale were verified. The results of the study showed that there were statistically significant differences at the level of significance (α=0.05) between the performance of the experimental and control groups at the post-application of the self-efficacy scale, in favor of the experimental group. In light of the results of the study, the researchers recommended that teachers employ instructional scaffolding in teaching mathematics to secondary-school students. This study aimed to identify the effectiveness of using the instructional scaffolding strategy in teaching mathematics in improving the self-efficacy among high school-students in Jordan. To achieve the study objectives, the researchers built a self-efficacy scale. An available sample that consisted of (44) first-secondary students was drawn from one of the public schools in Amman. They were distributed equality into two study groups. The validity and reliability of the self-efficacy scale were verified. The results of the study showed that there were statistically significant differences at the level of significance (α=0.05) between the performance of the experimental and control groups at the post-application of the self-efficacy scale, in favor of the experimental group. In light of the results of the study, the researchers recommended that teachers employ instructional scaffolding in teaching mathematics to secondary-school students. (Published abstract)