Effectiveness of teaching adjectives at the primary level via vygotsky's zone of proximal development theory
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Date
2022
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UMT Lahore
Abstract
This research study aims to explore the effectiveness of implications of the Zone of
Proximal Development to provide a conducive environment for teaching and learning
English in Pakistani private schools. The primary objective of this study was to measure
the learners' achievement in English before the experiment and at the end of the experiment
to investigate the effect of ZPD on students’ achievement. The theoretical framework for
the present study is the early studies of Lev Vygotsky. Following the random sampling
technique, ten students are selected for the control and ten for the experimental group. The
experimental group was taught through ZPD and scaffolding, and the control group was
taught through the conventional teaching method to compare the difference in the
achievement of students of the experimental and the control group. It was assumed that
there would be a significant difference between the mean achievement scores of the
students taught through ZPD and Scaffolding and those taught through traditional teaching.
The data were analyzed through descriptive analysis and tables to determine the tutoring
intervention's significance by comparing experimental and control groups' pre- and post
test achievements. The study results indicated that the experimental group showed more
significant improvement in their English achievement due to their exposure to scaffolding
and ZPD. ZPD and scaffolding had thus a visibly positive effect on the post-test
performance of the experimental group. This method can be applied for better performance
of secondary and higher level students and can even be used to teach the parts of speech.