Abstract:
The study assessed teachers’ knowledge and use of Scaffolding as a tool for Reading
Comprehension lessons in the New Juaben South Municipality. It was carried out
using the sequential explanatory mixed method design with a sample size of ten
primary six teachers and forty primary six learners. Data were collected using
questionnaires, interview guides and Observation guide. SPSS tools: frequencies,
percentages, mean and standard deviations were used to analyze the questionnaire and
observation data. The interview data were transcribed, put into themes and analyzed.
The study found that teachers have an average level of knowledge about the
scaffolding model and its use. It also found that teachers use basic types of
scaffolding techniques. Scaffolding has influence on the learners’ attitude. It was also
found that teachers face challenges in using scaffolding model to teach reading
comprehension. They include: teachers’ lack of enhanced knowledge and skill,
insufficient teaching and learning resources, insufficient time to complete scaffolding
lessons. The study concludes that teachers have average level of knowledge, use some
types of scaffolding techniques, scaffolding has influence on learners’ attitude and the
use of scaffolding for ELRC has challenges. Following the findings, a number of
recommendations were made one of which is that, the GES should organize
workshops for teachers to update and upgrade their skills and knowledge in the
teaching of reading comprehension lesson at the basic school level.
Description:
A thesis in the Department of Basic Education, Faculty of
Educational Studies, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
