The Effect Of Scaffolding On The Learning Outcomes Of Students With Different Efficacy

In the information technology class in junior middle school, teachers often use scaffolding instruction to improve teaching effects, but the final learning effects and their own individual characteristics are inseparable. In the learners' individual characteristics, self-efficacy is an important variable. Researches at home and abroad show that self-efficacy can affect individual behavior choices, cognitive processes, motivation processes and emotional reflection, and it is closely related to the academic achievements and students' emotional states. Then, will the scaffolding instruction and self-efficacy have a significant interaction effect on students' learning effects?By the methods of literature review and classroom observation, this study adopts scaffolding instruction of examples and scaffolding instruction of problems. Based on the self-efficacy measurement scale and principles for compiling at home and abroad, a learning self-efficacy questionnaire for information technology is designed for the junior middle school students. This study has two intervening variables, scaffolding instruction and self-efficacy, takes the experimental design of 2(scaffolding instruction of examples, scaffolding instruction of problems)* 2 (high self-efficacy and low self-efficacy),and then analyzes how they affect students' learning effects (academic achievements, learning satisfaction).Two parallel classes in the first grade from a middle school in Nanjing city are selected as the experimental classes. According to the experimental content, two kinds of scaffolding instruction are designed respectively. Before the teaching experiment, the official version of the learning self-efficacy questionnaire for IT is applied to test the experimental classes. According to their scores, the subjects are selected and divided into high and low self-efficacy groups. The whole teaching consist of two experiments and each experiment has four lessons. Take the first experiment for example. In the first two lessons, class A uses the Scaffolding instruction of examples, while class B uses the Scaffolding instruction of problems. Then, the two classes swap scaffolding instructions in the last two lessons. The second experiment for the 2 classes are the same in addition to different teaching content modules. The following conclusions can be drawn from two teaching experiments and the analysis of the experimental data:(1)The effects of Scaffolding instruction and self-efficacy on students' learning effects have nothing to do with the teaching contents.(2)The scaffolding instruction and self-efficacy have a significant interaction effect on academic achievement.(3)The scaffolding instruction and self-efficacy have a significant interaction effect on learning satisfaction.Based on the above conclusions, corresponding teaching suggestions for front-line teachers can be provided.