Studying the Effectiveness of Scaffolding Cognitive Strategies on Academic Satisfaction and Academic Enthusiasm of Intellectually Disabled Students in the Experimental Science Course

Moradi , Rahim; Yasbolaghi Sharahi , Bahman; Babaei, Arezoo

Volume 14 - Articles-1403 MEJDS (2024) 14: 25 | Back to browse issues page

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Moradi R, Yasbolaghi Sharahi B, Babaei A. Studying the Effectiveness of Scaffolding Cognitive Strategies on Academic Satisfaction and Academic Enthusiasm of Intellectually Disabled Students in the Experimental Science Course. MEJDS 2024; 14 :25-25
URL: http://jdisabilstud.org/article-1-3314-en.html

Studying the Effectiveness of Scaffolding Cognitive Strategies on Academic Satisfaction and Academic Enthusiasm of Intellectually Disabled Students in the Experimental Science Course

Rahim Moradi¹

, Bahman Yasbolaghi Sharahi ^*¹

, Arezoo Babaei²

1- Assistant Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Arak University, Arak, Iran
2- MA in Elementary Education, Faculty of Humanities, Arak University, Arak, Iran

Abstract: (726 Views)

Abstract
Background & Objectives: Considering the special characteristics of students with intellectual disabilities, these people need special solutions in the field of education due to their mental and physical limitations. One of the most critical factors impacting the academic satisfaction and academic enthusiasm of students with intellectual disabilities is the use of educational strategies. In recent years, various methods have been used to strengthen academic satisfaction and enthusiasm, and one of the most effective methods is cognitive scaffolding, derived from Vygotsky's theory. In recent years, various strategies have been employed to enhance the academic satisfaction and academic motivation of students with special needs, with one of the most impactful being the scaffolding approach derived from Vygotsky's zone of proximal development theory. Therefore, the present study aims to investigate the effect of educational scaffolding strategy on the academic satisfaction and enthusiasm of fourth–grade elementary school male students with intellectual disabilities in the Experimental Science course.
Methods: The present research method was quasi–experimental with a pretest–posttest design and a control group. We used the cognitive scaffolding strategy for the experimental group and the conventional method for the test group to teach the Science course. The statistical population of this research comprised all students with intellectual disabilities in the fourth grade of elementary school in Lorestan Province, Iran. Due to the limitation in the size of the statistical population, 24 eligible volunteer students of Mehr Ik School of Al–Shatar were included in the study and randomly divided into experimental (12 students) and control groups (12 students). The sample size was chosen because the number of students with intellectual disabilities in the fourth grade in this school was 24. The data collection tool included the Academic Enthusiasm Questionnaire (Fredericks et al., 2004) and the Academic Satisfaction Questionnaire (Lent et al., 2007). The experimental group was trained for nine 45–minute sessions with the educational strategy of scaffolding in the fourth–grade Experimental Science course. Descriptive statistics (central and dispersion indices) and inferential statistics (covariance analysis) were used to analyze the obtained data in SPSS. The significance level of the tests was set at 0.05.
Results: Univariate covariance analysis showed that cognitive scaffolding strategy training effectively improved academic satisfaction and academic enthusiasm of students with intellectual disabilities (p<0.001). The adjusted average of the experimental group in variable academic satisfaction was 19.23, and the adjusted average of the control group was 16.02. The average score of the experimental group was higher than the control group. The adjusted average of the experimental group in the variable of academic enthusiasm was 44.98, and the adjusted average of the control group was 36.10. The average score of the experimental group was higher than the control group.
Conclusion: Based on the research findings, the educational strategy of cognitive scaffolding in Experimental Science effectively increases students' academic satisfaction and enthusiasm with intellectual disabilities. So, it can be used as a new method by special education teachers in special schools for students with intellectual disabilities.

Keywords: Scaffolding strategy, Cognitive Scaffolding, Academic satisfaction, Academic enthusiasm, Intellectual disability

Full-Text [PDF 367 kb] (527 Downloads)

Type of Study: Original Research Article | Subject: Psychology

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