EXPLORING RELATIONSHIP OF INSTRUCTIONAL SCAFFOLD IN PROBLEM POSING PERFORMANCE UNDER DIFFERENT SITUATIONS
Keywords:
problem posing, instructional scaffold, self-efficacy, STEMAbstract
This study explored the relationship of the instructional scaffold in problem-posing performance under different situations. The sampling is intentional and purposive. Results revealed an improvement to the student's performance in terms of the quantity of the problems they had posed but not with its quality due to instructional scaffolding. Mostly, they had posed textbook-like problems they commonly encountered in the classrooms, and only a few posed beyond the need for factual information. Students consulted their existing knowledge, a concept of Cognitive Load Theory where the researchers anchored this study. Observation revealed that when students utilized problem posing, there were cognitive load implications. They justified that they choose situations to create problems where they could easily relate and are mainly involved with Statistics and Probability due to its recency for recall since it was offered currently as one of their subjects.
Moreover, Pattern appears to have the least involvement on their posed problems but has perceived the given problems based on given situations as "easy" problems as to their content knowledge. The students judged the structured type of problem-posing as "difficult" as to their posed problems, while they perceived "neutral" with free and semi-structured style, which means they were undecided about its difficulty. However, students confessed they struggled most with their tasks because they lacked previous experiences, which is not present in their early education. Hence, the given recommendation is to infuse it formally in the curriculum with utmost attention and priority.
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