A Meta-Analysis Study on the Role of the Scaffolding Method in Teaching Mathematics
DOI:
https://doi.org/10.33308/26674874.2025393920Keywords:
Scaffolding, Mathematics Teaching, Learning SupportAbstract
The aim of this meta-analysis study is to examine the effect of the scaffolding method, which is designed as a supportive approach to promote self-directed learning, on mathematics instruction. Thirteen studies that met the inclusion and exclusion criteria for the meta-analysis were included in the research. The coded data were analyzed using the CMA 4.0 software. This study was analyzed using Hedge’s g effect size, and the results indicated that the data were heterogeneous. To identify the source of heterogeneity, an analog ANOVA analysis was performed based on sub-discipline and grade level variables. The source of heterogeneity was found to be school level and sub-discipline. Additionally, according to meta-regression analyses in the study, it was concluded that age and the use of technological applications as moderator variables did not affect the effect size on mathematics instruction. The results of the study revealed that the scaffolding method is an effective and integrative approach that can be used in mathematics instruction. Further research is needed to better identify the conditions under which scaffolding is most effective in mathematics education.
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