Scaffolding Students’ Learning Through Lesson Clarity And Instructional Variety As An Effective Teaching Behaviour

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Maria Waris , Parveen Ishaq , Muhammad Naeem Butt


The purpose of the study is to showcase the teaching behaviours: lesson clarity and instructional variety proposed by Borich (2012) and to divulge how these teaching behaviours can be used as scaffolding by teachers. The study tested the hypotheses that teachers do not use lesson clarity and instructional variety in the selected subjects in sampled college and there is no association between the results of Secondary School Certificate (SSC) and First year (HSSC) of the sampled students. The sample comprised 120 students and 15 teachers from a population of 338 and 34 respectively from Jinnah College for Women, University of Peshawar. The data was collected from teachers and students through a questionnaire adapted from the works of Borich (2012); Byers (2014); and Murray (1994). In addition, SSC and HSSC results of the students were also obtained to find out students’ achievements. The data obtained from both types of respondents were correlated by employing gamma correlation and results of SSC and HSSC (first year) were tested for significance through person correlation. The result of the study elicited that lesson clarity and instructional variety did not correspond with students’ academic achievements as teachers did not know these behaviours; however, they used to come prepared in the classes as per students’ opinions since teachers’ entire focus was on the completion of the courses. The result also showcased a strong correlation between the SSC and HSSC (first-year) results of the sampled students, which means students were self-motivated to study hard and secure good marks in the succeeding exams.

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