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The Effects of Scaffolding Instruction by Zone of Proximal Development on Motivated Learning Strategies and Academic Achievement  

HWANG, Hee-Sook (Pukyong National University)
KANG, Jin-Min (Kamman Middle School)
Publication Information
Journal of Fisheries and Marine Sciences Education / v.16, no.1, 2004 , pp. 35-49 More about this Journal
Abstract
The purpose of this study is to examine the effects of scaffolding instruction on motivated learning strategies and academic achievement. Subjects of this study were 96 middle school first grade students in Busan, who were randomly assigned to two experimental group and one control group. The one experimental group had received scaffolding instruction by teacher, and the other experimental group had received scaffolding instruction by the interaction of peers. Control group were given traditional lessons only by the method of lecture. Students were given English Academic Achievement Test, Motivated Strategies of Learning Questionnaire. T test and ANOVA were used to analyze date. The results of this study showed that scaffolding instruction by ZPD turned out to have a positive influence on motivated learning strategies and academic achievement.
Keywords
scaffolding; zone of proximal development(ZPD); motivated learning strategies;
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