The Effectiveness of the Methods of Advanced Organizers, Scaffolding and Traditional on Academic Resiliency

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GHADAMPOUR EZATOLLAH; SADEGHI MASOUD; YOUSEFVAND MEHDI; Maleki Sobhan; RAJABI HOOMAN

Title

The Effectiveness of the Methods of Advanced Organizers, Scaffolding and Traditional on Academic Resiliency

Author(s)

Keywords

teaching methodQ2

advanced organizersQ2

scaffoldingQ1

academic resilienceQ1

Abstract

Introduction Different communities have studied second language from different angles according to their needs. In the current era, life has become miscellaneous and human beings have to learn the language of different societies in order to reach and communicate with different communities. Some of these languages, including English, Hindi, Bengali, Russian and Arabic, are the living languages of the world, and a large number of people speak the languages in the international community, so learning these languages is more essential. Moreover, some studies have shown that as students increase their tolerance to problems and barriers to learning English, their success in learning the language improves. Therefore, the present study emphasizes teaching English language as a living language, and increasing academic resilience in learning this language. Some studies have shown that many students are weak or fail in learning English. This weakness of performance, and failure in learning gradually leads to a sense of disability and failure to address the academic problems they face in learning English, and this could consequently reduce their academic resilience, which correspondingly is a cause for many students to stop learning the language or improve their performance. The aim of this study was to compare the effectiveness of advanced organizers and scaffolding, as two approaches to teaching English, with each other and with the traditional approach in enhancing the students’ academic resilience. Research questions 1. Is there any significant difference between the effectiveness of the traditional and scaffolding approaches in enhancing the students’ academic resilience in learning English? 2. Is there any significant difference between the effectiveness of the traditional approach and advanced organizers in enhancing the students’ academic resilience in learning English? 3. Is there any significant difference between the effectiveness of scaffolding and advanced organizers enhancing the students’ academic resilience in learning English? Methods The statistical population of this research consisted of all female secondary school students in Khorramabad city during the academic year of 2015-2016. Participants were selected from this population through the multistage cluster sampling approach. That is, from all the high schools for female students in Khorramabad, three schools were randomly selected and from each school, a class of 20 students was randomly chosen; each of the three classes was then randomly assigned to a teaching approach (i. e. scaffolding, advanced organizers, and traditional). It should be emphasized that the groups in this study had already been already formed and the researchers only assigned each group (class) randomly to the experimental and control groups. All groups responded to Samuels’ s (2004) questionnaire for assessing academic resilience, the validity of which has been approved in two studies. Data was analyzed using covariance analysis. Results Descriptive findings showed that the means of the three groups were very close in the pretest stage, so before the intervention all three groups were almost homogeneous. The descriptive statistics showed that the teaching method of advanced organizers increased student's academic resilience at the post-test stage. The results also showed that there is a difference between the academic resilience scores of the groups that were taught through the scaffolding approach and advanced organizers. The average of academic resilience scores in the follow up phase also indicated that both educational methods increased the students' academic resilience. Inferential statistics also suggested that at the post-test stage, the advanced organizer and scaffolding techniques increased the students’ academic resilience. However, in the follow-up model, no significant difference was found between the advanced organizer and the scaffolding groups in promoting the students’ academic resilience. Discussion and Conclusion Although there was a significant difference in the students’ academic resilience in the scaffolding and advanced organizers groups, no significant difference was observed between the two groups in the follow-up study and the two approaches proved effective in promoting the students’ academic resilience in the short term. The effectiveness of the advanced organizers approach might be because in this approach, the teacher clarifies the goals of the course to the students so that they will pay more attention to the curriculum content, and this is necessary for facilitating meaningful learning. Moreover, the teacher uses the preliminary interpretations that are useful for the lesson. For instance, the teacher may start teaching by asking students questions to remind them of what they did in the previous sessions, or by requiring them to indicate what they want to say and thereby provides them with some background information, which is necessary for delivering the new lesson. Moreover, the teacher may provide context for the students to make better sense of the new lesson by asking the students to recall a personal experience, and relating the new lesson to their previous experience. In fact, one could arguethat what promotes the students’ academic resilience and learning in this approach are the general patterns the teacher provides, the students’ increased awareness of the new content they learns, as well as the strong cognitive relationships students can construct between what they have previously learned and what they are going to learn. All these factors could contribute to the students’ increased interest in the lesson and their higher engagement in the learning process as well as their acquisition of useful learning skills, which help them to cope with the stress and challenges they might face at school, hence their higher academic resilience.

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APA: Copy

GHADAMPOUR, EZATOLLAH, SADEGHI, MASOUD, YOUSEFVAND, MEHDI, Maleki, Sobhan, & RAJABI, HOOMAN. (2019). The Effectiveness of the Methods of Advanced Organizers, Scaffolding and Traditional on Academic Resiliency. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), 10(2 ( 75-2) ), 123-141. SID. https://sid.ir/paper/382954/en

Vancouver: Copy

GHADAMPOUR EZATOLLAH, SADEGHI MASOUD, YOUSEFVAND MEHDI, Maleki Sobhan, RAJABI HOOMAN. The Effectiveness of the Methods of Advanced Organizers, Scaffolding and Traditional on Academic Resiliency. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY)[Internet]. 2019;10(2 ( 75-2) ):123-141. Available from: https://sid.ir/paper/382954/en

IEEE: Copy

EZATOLLAH GHADAMPOUR, MASOUD SADEGHI, MEHDI YOUSEFVAND, Sobhan Maleki, and HOOMAN RAJABI, “The Effectiveness of the Methods of Advanced Organizers, Scaffolding and Traditional on Academic Resiliency,” STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), vol. 10, no. 2 ( 75-2) , pp. 123–141, 2019, [Online]. Available: https://sid.ir/paper/382954/en

Scientific Information Database

ISSN: 2588-4824

Journal Paper

The Effectiveness of the Methods of Advanced Organizers, Scaffolding and Traditional on Academic Resiliency