The current practice of pedagogy and assessment, particularly in the blended learning mode, necessitates learners to be highly motivated and independent in order to be able to take full autonomy of their learning. By using scaffolding techniques, an instructor can identify learning difficulties at different stages of the learning process and take corrective measures to achieve optimal results. This paper discusses the use of scaffolding techniques in a mathematics classroom and investigates students’ responsiveness towards this technique by analyzing the students’ performance in the final examination. Suggestions are given on how the instructions can be modified to have a better scaffolding in future.
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In-Text Citation: (Krishnan, 2019)
To Cite this Article: Krishnan, S. (2019). Scaffolding to Improve Learners’ Understanding. International Journal of Academic Research in Business and Social Sciences, 9(3), 809–814.
Copyright: © 2019 The Author(s)
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