SUPPORTING MATHEMATICS LEARNERS: SCAFFOLDING TECHNIQUES TO IMPROVE PERFORMANCE IN MDAS

This study investigated the effectiveness of the scaffolding strategy in improving the mathematical performance of Grade Six learners in the four fundamental operations: multiplication, division, addition, and subtraction. Prior to the intervention, the learners demonstrated only a satisfactory level of performance, indicating basic yet inconsistent mastery across competencies. Results from the pretest showed that while learners possessed foundational computational skills, notable gaps in accuracy, fluency, and conceptual understanding remained evident. Following the implementation of the scaffolding strategy, learners’ performance improved substantially, with posttest results indicating very satisfactory to outstanding mastery across all operations. The consistent increase in descriptive equivalents reflects the effectiveness of structured guidance, step-by-step modeling, guided practice, and gradual release of responsibility in strengthening both conceptual understanding and procedural fluency. The largest gains were observed in addition and division, suggesting that scaffolding addressed not only advanced skills but also foundational misconceptions and computation challenges identified in the pretest. A dependent samples t-test further confirmed a statistically significant difference between the pretest and posttest scores, indicating that the improvement was directly attributable to the intervention rather than chance. The rejection of the null hypothesis reinforces the conclusion that scaffolding had a strong, positive, and meaningful impact on learners’ achievement in basic mathematics. Overall, the findings highlight that scaffolding is an effective instructional approach for elevating performance from moderate to exemplary levels, offering valuable implications for teachers, curriculum designers, and school leaders seeking to enhance instructional delivery and support learner mastery in elementary mathematics.