Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Science education forms the bedrock of a student’s intellectual and practical

development, nurturing analytical thinking, problem-solving abilities, and a deeper

comprehension of the world. In the Philippines, the educational landscape places significant

importance on the effective teaching of science to foster a scientifically literate society and

prepare students for higher education and future careers. Within this context, the ninth grade

marks a critical juncture for students, necessitating a strategic approach to mastering scientific

problem-solving.

However, based on the results of PISA or Program for International Student Assessment

last 2018, the average score of 15-year old Filipino students, who were technically in Grade 9,

was 357 versus the OECD average of 489 which makes our country the second lowest in Science

(Magsambol, 2020). PISA defines problem-solving as an individual’s capability to participate in

intellectual processing to comprehend and resolve problem situations where a method of solution

is directly not apparent (Bungihan, 2019). Hence, the initial conclusion points in Magsambol’s

study (2020) to low levels of reading comprehension might be the root of the problem, however,

it is about the functional literacy which includes reading, writing, arithmetic plus an ability to

follow written and verbal instructions to accomplish given tasks and solve problems to proceed

with a more complex one.

 One such pedagogical approach that has gained attention in recent years is scaffolding.

As cited by Govindasamy (2019), it was first introduced by Wood, Burner, and Ross. Scaffolding

is an instructional strategy that provides temporary support and guidance to learners during the

learning process, gradually diminishing this support as learners gain proficiency and confidence.

His research also has shown the effectiveness of scaffolding in enhancing problem-solving skills

in various educational contexts.

The present thesis aims to explore and evaluate the practical implementation and impact

of scaffolding strategies in addressing problem-solving challenges faced by Grade 9 students in

the field of science in the Philippines. The objective is to investigate how scaffolding, when

effectively utilized, can improve problem-solving proficiency and contribute to a deeper

understanding of scientific principles among students in the Philippine educational setting.

In the Philippines, Valdez and Bungihan (2019) have recognized scaffolding as a

promising teaching strategy, particularly in the domain of science education. However, there

remains a research gap in understanding the specific application and effectiveness of scaffolding

strategies in tackling the unique problem-solving obstacles experienced by Grade 9 students

within the Philippine educational context.

By critically evaluating the application and potential limitations of scaffolding as a

teaching tool in Philippine context, this research aims to contribute valuable insights to

educators, curriculum developers, and policy makers. Ultimately, the goal is to enhance the

quality of science education, empower Grade 9 students, and fortify their academic foundation

for future success.

Theoretical Framework
 The theoretical framework for this research is based on several key educational and

psychological theories that underpin the utilization of scaffolding as a teaching strategy to

enhance problem-solving skills in science for Grade 9 students.

Sarmiento, et.al, (2022) emphasized that Lev Vygotsky’s socio-cultural theory highlights

the role of social interaction in cognitive development. In the context of scaffolding, this theory

underscores how a knowledgeable other (e.g., teacher or peer) provides assistance and guidance,

allowing students to achieve higher levels of understanding and problem-solving skills. The

teacher provides clear instructions, model concepts, and offers assistance as students learn. For

example, a teacher might demonstrate a science problem-solving technique before students try it

themselves.

Also, Sarmiento introduces Vygotsky’s Zone Proximal Development which is the

difference between what a learner can do independently and what they can achieve with

guidance and support. Scaffolding operates within this zone, providing appropriate levels of

assistance to stretch the learner’s capabilities and facilitate problem-solving.

Wes (2018) mentioned in her article about the application of Cognitive Load theory in

classroom that this theory emphasizes managing the cognitive load imposed on learners’ working

memory. Effective scaffolding reduces cognitive load by breaking down complex tasks into

manageable parts, aiding in problem-solving and understanding.

Shemy (2022) mentioned in his study about the effects of levels of constructivist

scaffolding in problem-solving. Constructivist learning theory by Piaget suggests that actively

construct knowledge based on prior experiences and interactions with the environment.
Scaffolding aligns with constructivism by encouraging learners to build understanding through

interaction, discussion, and problem-solving exercises.

Webb (2017) discussed in his article about the taxonomies of learning that should be

considered in scaffolding teaching technique. Bloom’s taxonomy categorizes cognitive skills into

levels, starting from lower-order thinking (remembering, understanding) to higher-order thinking

(applying, analyzing, evaluating, creating). Scaffolding is designed to facilitate progression

through these levels, aiding students in solving problems effectively.

By integrating these theoretical frameworks, this research aims to evaluate the impact of

scaffolding as a teaching strategy on enhancing problem-solving skills among Grade 9 students

in the field of science in the Philippines. The study seeks to identify the optimal scaffolding

methods that align with the students’ ZPD and cognitive load, ultimately empowering them to

navigate the challenges of scientific problem-solving successfully.

Conceptual Framework

The figure below represents the conceptual framework of the study.

I. Profile I. Pre-implementation
i. Age i. Identification of the
ii. Gender Participants
iii. Level of Scientific II. Implementation
Problem-Solving Utilization of
i. Dissemination of
Proficiency three levels of Scaffolding Strategy in
scaffolding teaching Solving Problems in
II. Scores in pretest and
techniques Science for Grade 9
Posttest
III. Post-test Students
i. Control group
i. Assessment
ii. Experimental group
ii. Data Gathering
and Analysis
 It consists of two variables: Teaching Strategy with Scaffolding method as an independent

variable and problem-solving skills as dependent variable. In the first box, the researcher would

like to gather and identify the participants according to their profile. In the second box, the

researcher would like to disseminate the scaffolding teaching technique for two weeks. Then, the

data will be gathered and analyzed to check if there's a significant effect in problem-solving

skills of the selected Grade 9 students.

Statement of the Problem

In particular, this study pursued to answer the following questions:

1. What is the demographic profile of the students according to their:

1.1. age

1.2. gender

1.3. level of scientific problem-solving proficiency

2. What is the level of scientific problem-solving proficiency of the Grade 9 students based

on their pretest and posttest?

3. Is there any significant difference in the level of scientific problem-solving proficiency of

the students and in using Scaffolding teaching strategy in Grade 9 science?

Hypothesis

There is no significant difference between the results of pretest and posttest of the two

groups and in using the Scaffolding teaching strategy in problem-solving in Grade 9 Science.
 There is a significant difference between the results of pretest and posttest of the two groups

and in using the Scaffolding teaching strategy in problem-solving in Grade 9 Science.

Scope and Limitations of the Study

The researcher will use the selected Grade 9 Science students of Jose P. Laurel Sr High

School as the respondents. Additionally, the researcher will specifically focus on the students

from the two sections, 9-Mt. Mayon and 9-Mt. Kanlaon who are heterogeneous. The students

from 9- Mt. Mayon will serve as a control group and 9- Mt. Kanlaon will be the experimental

group. These two sections consist of some students who have difficulty in developing their

problem solving skills.

Significance of the Study

The results of the study will be the great benefit of the following:

a. Schools. Data given will provide the school with the insights on how scaffolding can be

adapted and tailored to improve the problem-solving skills of Grade 9 students. Data

gathered will help the schools to collaborate with the different departments to help in

making preparations or Enhanced School Improvement Plan (SIP) every academic year

to address the learning gap with the students.

b. Teachers. The teachers within and across the school/s in Quezon city will be

disseminated with the information taken from the output of this research through

Learning Action Cell (LAC) sessions for the adoption and promoting the effective use of
 scaffolding strategies in the context of science education, this study can significantly

enhance the teaching and learning of science. It can also provide valuable insights into

optimizing instructional approaches, making science more engaging, accessible, and

effective not just for Grade 9 students but with the other levels.

c. Future Teachers. This study will provide information to help the future Science teachers

into effective pedagogical techniques, specifically scaffolding, which they can integrate

into their teaching repertoire. They will also learn how to tailor scaffolding strategies to

meet the diverse needs and abilities of the students in Grade 9 Science. With this

technique, they can address varying abilities, prior knowledge, and learning styles,

ensuring that each student can successfully engage with and solve science-related

problems.

d. Department of Education Curriculum Specialists. The findings of this study can

inform educational policies and curriculum development, guiding authorities in

enhancing science education practices. Recommendations derived from the research can

contribute to informed decision making at the policy level to improve the quality of

education for Grade 9 students. Also it will provide insights into how scaffolding can be

adapted and tailored to suit the local educational context. Understanding how scaffolding

aligns with the unique needs, challenges, and learning styles of Filipino students is

essential for educators to effectively implement this strategy.

e. Future researchers. The result of the study will help the future researchers as a reference

of related literature to their study or research

Definition of Terms

For a better understanding of this study, the following terms are operationally defined:
Scaffolding Teaching Strategy – It is when a teacher offers support to a student as they learn

something new. This support is gradually lessened as the student gains confidence and skill. It

helps students reach a level of understanding or ability that they couldn't reach alone. The goal is

for the student to eventually do things on their own, but with the initial guidance and support, it

becomes much easier and less intimidating.

Scientific Problem-solving Proficiency - It refers to the ability to effectively and efficiently

address challenges or questions within the realm of science. It involves a combination of critical

thinking, analytical skills, scientific knowledge, and practical experience. Someone with

scientific problem-solving proficiency can identify scientific issues, propose hypotheses, design

experiments, analyze data, draw valid conclusions, and apply solutions. This proficiency is

essential for advancements in scientific fields and for making informed decisions based on

evidence and logical reasoning.

Learning Gap – It refers to the disparity or difference between what a learner should know or be

able to do at a particular stage of their education and what they actually know or can do. It

highlights the areas where a student's understanding or skill level falls short of the expected

standards or objectives set by a curriculum, educational institution, or specific educational stage.

References:

Frederick,M., Courtney, S., Caniglia, J., With a Little Help From My Friends: Scaffolding
Techniques in problem Solving, Investigation in Mathematics Learning, The Research
Council on Mathematics Learning, Winter Edition 2014, Volume 7, Number 2
https://files.eric.ed.gov/fulltext/EJ1052936.pdf

Govindasamy, M. K., & Kwe, N. M. (2020). Scaffolding Problem Solving in Teaching and
Learning the DPACE Model - A Design Thinking Approach,
https://files.eric.ed.gov/fulltext/EJ1265270.pdf

Magsambol, Bonz (2020) Education in the Philippines. PH lowest among 58 countries in Math,
Science- Global Assessment, https://www.rappler.com/nation/filipino-students-lagging-
behind-math-science-timms-international-results-2019/

Noemí-Victoria Sarmiento-Campos, Juan Carlos Lázaro-Guillermo, Edwin-Neil Silvera-Alarcón,

Sergio Cuellar-Quispe, Yersi-Luis Huamán-Romaní, Oscar Apaza Apaza, Abdolsatar
Sorkheh, (2022_ "A Look at Vygotsky’s Sociocultural Theory (SCT): The Effectiveness of
Scaffolding Method on EFL Learners’ Speaking Achievement", Education Research
International, vol. 2022, Article ID 3514892, 12 pages, 2022.
https://doi.org/10.1155/2022/3514892

Shemy, N. (2022) Effect of Different Levels of Contructivist Scaffolding within E-Content on

Undergraduate Students' Mastery of Learning and their Attitudes Towards It, Journal of
Education and E-learning Research Vol. 9, No. 1, 17-27, 2022 ISSN(E) 2410-991 DOI:
10:20448/jeez.v9it.3737, https://files.eric.ed.gov/fulltext/EJ1339145.pdf

Valdez, J., & Bungihan, M. (2019). Problem-based learning approach enhances the problem
solving skills in Chemistry of high school students. Journal of Technology and Science
Education, 9(3), 282-294. doi:http://dx.doi.org/10.3926/jotse.631

Webb (2022) Scaffolding Instruction Toolkit: Taxonomies of Learning, Private Academic Library
Network of Indiana (PALNI), https://libguides.palni.edu/c.php?g=930607&p=6706165

West, D. (2018) Cognitive Load Theory and Its Application in the Classroom, Teacher
Reflection, Impact Part of my College,
https://my.chartered.college/impact_article/cognitive-load-theory-and-its-application-in-
the-classroom/

Chapter II
Review of Related Study and Literature