Effects of Scaffolding in Project-Based Learning on Collaboration Skills of Lower Secondary School Students
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This research was aimed to 1) compare students' collaboration skills before and after receiving scaffolding in project-based learning, and 2) examine the key characteristics of scaffolding that promote students' collaboration skills. The research design was a one-group pretest-posttest design. The participants were 38 eighth-grade students. The research instruments included 1) a lesson plan, 2) a collaboration skills assessment form, and 3) a collaboration skills observation form. Data were analyzed using the mean, standard deviation, percentage mean, dependent-samples t-test, and one-sample t-test. The results showed that 1) the students’ post-learning collaboration skills remained at the exemplary level similar to their pre-learning counterpart skills. However, the mean score of students’ post-learning collaboration skills was significantly higher than their pre-learning counterpart skills at the .05 level of statistical significance, with a large effect size. The mean scores increased in all components, including (1) work productively, (2) demonstrated respect, (3) compromise and (4) shared responsibility; 2) The key characteristics of the scaffolding finding were that it specifically responded to students' learning development, was dynamic, and was adaptable to situations. Although the use of Hard Scaffolding in combination with Soft Scaffolding resulted in the students' collaborative skills remaining at the exemplary level as before, it was found that the mean score of their collaborative skills increased after both types of scaffolding were implemented together.
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