JJES » JJES Issues
 Yarmouk Journals
Editorial Board
Consulative Board
Manuscript Submission
Publication Guidelines
JJES Issues  
Contact Address


فاعلية توظيف استراتيجية السقالات التعليمية في تدريس الرياضيات في تحسين الكفاءة الذاتية لدى طلبة المرحلة الثانوية في الأردن

                                         عماد بروق* و علي الزعبي و طارق جوارنة **            

‏* وزارة التربية والتعليم، الأردن.‏
‏** جامعة اليرموك، الأردن.‏


JJES,18(2), 2022, 319-329

ملخص: هدفت الدراسة إلى التعرف إلى فاعلية توظيف استراتيجية السقالات التعليمية في تدريس الرياضيات في تحسين الكفاءة الذاتية لدى طلبة المرحلة الثانوية في الأردن. ولتحقيق أهداف الدّراسة، قام الباحثون ببناء مقياس الكفاءة الذاتية. تكونت عينة الدراسة من (44) طالبًا من طلبة الصف الأول الثانوي في إحدى المدارس الحكومية في عمان، تم إختيارهم بالطريقة المتيسرة، ووزعوا على مجموعتي الدراسة بالتساوي. وبعد التحقق من صدق وثبات مقياس الكفاءة الذاتية، تم تطبيقه على عينة الدراسة. وقد أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05=α) بين المتوسطات الحسابية لأداء طلبة المجموعتين التجريبية والضابطة في التطبيق البعدي لمقياس الكفاءة الذاتية تعزى لطريقة التدريس لصالح المجموعة التجريبية. وفي ضوء نتائج الدراسة، أوصى الباحثون بضرورة توظيف السقالات التعليمية في تدريس الرياضيات لطلبة المرحلة الثانوية.

(الكلمات المفتاحية: السقالات التعليمية، الكفاءة الذاتية)


The Effectiveness of Using the instructional ‎Scaffolding Strategy in Teaching Mathematics in ‎Improving the Self-efficacy of High-school Students ‎in Jordan

Emad Barrouq, Ministry of Education,Jordan.  

Ali Al-Zu’bi and Tareq Jawarneh, Yarmouk University,Jordan. 

Abstract: This study aimed to identify the effectiveness of using the instructional scaffolding strategy in teaching mathematics in improving the self-efficacy among high school-students in Jordan. To achieve the study objectives, the researchers built a self-efficacy scale. An available sample that consisted of (44) first-secondary students was drawn from one of the public schools in Amman. They were distributed equality into two study groups. The validity and reliability of the self-efficacy scale were verified. The results of the study showed that there were statistically significant differences at the level of significance (α=0.05) between the performance of the experimental and control groups at the post-application of the self-efficacy scale, in favor of the experimental group. In light of the results of the study, the researchers recommended that teachers employ instructional scaffolding in teaching mathematics to secondary-school students.

(Keywords: Instructional Scaffolding Strategy, Self-efficacy).



Aaron, J., & Jonathan, J. (2017). Developing Self-efficacy: Exploring pre-service course work, student teaching and professional developing experiences. Journal of Agricultural Education, 58(1), 172-180.

Ababneh, A. (2017). Jordan national report on the international study of mathematics and science 2015. National Center for Human Resources Development Publications Series (pp 197-200).

Alkbalat, M., & Almekdadi, A. (2014). The effect of teaching according to mathematical power on understanding mathematical concepts among students of the eighth primary grade in Jordan. Journal of Studies of Educational Sciences, 41(1), 333- 337.

Alnajar, N. (2010). Measurement and evaluation from an applied perspective with a software application SPSS, Jordan, Amman, Dar Alhamed.

Ayasra, A. (2016). The effect of the practical education subject on the level self- efficacy in science teaching among the class teacher students at the International Islamic sciences University, Journal of Educational Sciences Studies, 43(5), 1887- 1902.

Bandura, A. (1997). Social foundations of thought and action: A social cognitive theory. New Jersey, Prentice- Hall. Inc.

Beale, I.(2005). Scaffolding and integrated assessment in computer-assisted learning (CAI) for children with learning disabilities. Australasian Journal of Educational Technology, 21(2), 119-173.

Brain, R. (2017). Instructional scaffolding in STEM: Education strategies and efficacy evidence. Utah State University. Logan, UT. USA, Library of Congress Control No. 2915956782.

Chiklin, S.(2002). The zone of proximal development in Vygotskys analysis of learning and instruction. University of Miami & Florida International University, from chat seminar.

Fields, D., & Marsh, F.(2017). Scaffolding technique for language teaching and learning (EMI, ELT. CLIL, EFL), Spin, Octaedro.

Fretz, E.(2010). A longitudinal examination of middle-school science learner's use of scaffolding in and around a dynamic modeling tool, Doctoral Dissertation, Education and Psychology, University of Michigan.

Goben, A., & Nelson, M. (2018). The data engagement opportunities scaffold: Development and Implementation. Journal of Science Librarianship (Jeslib), 7(2), 1- 7.

Haciomeroglu, G. (2019). The relationship between elementary students’ achievement emotions and sources of mathematics self-efficacy. International Journal of Research in Education and Science (IJRES), 5(2), 548-559.

Helmi, N. (2016). Study the interaction between the instructional scaffolding strategy and critical thinking and its impact on achievement and competence of mathematical machines at the college of education specializing in first grades. Fayoum University Journal of Educational and Psychological Sciences. 2(6), 77- 98.

Jena, A., & Gupta, S. (2019). Effects of online technology-based scaffolding on asynchronous learning performance of students. Think India Journal, 22(14), 6919- 6939.

Jones, J. (2017). Scaffolding self-regulated learning through student-generated quizzes. Journal of Active Learning in Higher Education, 10(7), 1-12.

Kereluik, K. (2013). Scaffolding self-regulated learning online: A study in high-school mathematics classrooms. Doctoral Dissertation, University of Nevada, Laveas, Augsut.

Lavenia, U., Zul, A. & Sahat, S. (2019). Development of learning materials based on realistic mathematics education approach to improve students' mathematical problem-solving ability and self- efficacy. International Electronic Journal of Mathematics Education, 14(2), 375-383.

National Council of Teachers of Mathematics. (2000). Principles and standards for school Mathematics, http://www.nctm.org./calatog.


National Research Council (NCR). (2001). Helping children learn mathematics. Retrieved on April 15, 2011, from: http://www.naep.edu/openbook.php?record_9822andpage=115.

Nilson, V., Omar, L., & Luis, S. (2018). Effect of motivational scaffolding on e-learning environment: Self- efficacy, learning achievement and cognitive style. Journal of Educators Online, 1(3), 1-14.

Olson, J., & Platt, J.(2000). The instructional cycle: Teaching children and adolescents with special needs. Upper Saddle River. NJ: Prentice- Hall, Inc.(pp 170- 197).

Prabawanto, S. (2018). The enhancement of students' mathematical self-efficacy through teaching with metacognitive scaffolding approach. 4th International Seminar of Mathematics, Science and Computer Science Education. Journal of Physics: Conf. Series, 1013(2018), 112-135.

 Raje, Z. (2016). The effect of instructional scaffolding strategy on achievement of teaching methods and high-level thinking among third-grade students. College of Education. Professor's Journal, 2(218), 105-123.

Zambrano, C., & Noriega, R.(2011). Approaches to scaffolding in teaching mathematics in english with primary school-students in Colombia, Latin American Journal of Content & Language- Integrated Learning, 4(2), 13-20.

Zayton, h. (2003). Teaching strategies: A contemporary view of teaching and learning methods. Cairo, The World of Books.