Relationship between Learners’ Self-Efficacy and Achievement Mediated By Scaffolding

Abstract

Purpose: To establish the relationship between learners’ self-efficacy and achievement mediated by scaffolding learning within the Zone of Proximal Development.
Methodology: Sequential explanatory design within the mixed methods approach was adopted involving 307 students and 10 teachers picked out through stratified sampling followed by purposive sampling. Quantitative data was collected using pre-post quasi experimental design which involved an experimental and a control group from their naturally occurring classrooms. Data was collected using a pretest on both the experimental and the control groups, scaffolding learning on the experimental group and eventually a post test on both groups. Quantitative data was analyzed and compared between the experimental and the control groups. Sequentially, qualitative data was collected using interview technique. Instruments of data collection were the pre-test and post-test self-efficacy questionnaires an Achievement Test, a scaffolding module and interview schedules. The relationship was established through Karl Pearson product moment correlation as well as the thematic framework for qualitative data.
Results: After scaffolding learning, Pearson Correlation showed a positive relationship between learners’ self-efficacy and achievement (r=.428) for the experimental group. Similarly, for the control group, there was a weak positive relationship between self-efficacy and achievement (r=.228). Additionally, qualitative results established that learners achieved better results due to improved self-efficacy as a result of scaffolding pedagogies.
Conclusion: Scaffolding learning is necessary in boosting learners’ self-efficacy and eventually the achievement of learning goals.