Keywords
Zone of Proximal Development
Vygotsky
sociocultural theory
student achievement
pedagogy and psychology discipline
How to Cite
Abstract
The purpose of this study was to identify the effects of scaffolding techniques on students' reading comprehension within the Zone of Proximal Development with first-year pedagogy and psychology students at Kokand State University. A quasi- experiment was conducted with an experimental group (42) and a control group (38) over 8 weeks. Pre-test, post-test and reading test procedures, classroom observation, teacher reflection logs, and a student questionnaire were implemented to measure the impact of scaffolding on students’ reading comprehension. This study found that the experimental group gained higher post-test scores after engaging in reading activities along with scaffolding strategies. Classroom observation showed that, based on students’ competencies, supporting in steps rather than simply giving more help was a key factor for learning. The findings suggest that the scaffolding technique aligned with learners’ ZPD is an effective and practical pedagogical approach which could help to improve teacher training and in psychology-majoring contexts.References
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