ANALYZING THE EFFECTS OF UTILIZING SCAFFOLDING STRATEGIES IN STUDENTS’ ILLUSTRATION AND THEIR MOTIVATION IN LEARNING

Ji Yueqi & Subadrah Madhawa Nair*

ABSTRACT

The aims of this study are to analyze the use of the scaffolding teaching method to enhance students’ illustration. This study uses a quasi-experimental design. The Experimental Group was taught illustration using the scaffolding teaching method and the Control Group was taught using the conventional method. In this research, the scaffolding teaching method is applied to four different illustration techniques firstly straight lines and short lines in the illustration of a building. second, curve, regular lines, and irregular lines in illustration of plants. third, the force and movement of the lines and the dynamic in the illustration of animals. The sample consisted of 80 students majoring in illustration from Qingdao Huanghai University. In the pre-test students from both the groups were tested on four themes buildings(firstly straight lines and short lines), plants  (curve, regular lines, and irregular lines), and animals (force and movement of the lines and the dynamic and their illustrations were graded by professional illustration lecturers. The experiment was carried out for eight weeks. After the intervention, the post-test was administered for both groups. The content of both test is similar which consist of four questions. Findings from the quantitative data show that the scaffolding teaching method helped to improve students’ illustration significantly in the area of straight lines and short lines, curves, regular lines, and irregular lines; force and movement of the lines, and the dynamic in comparison to the control group who we taught using the conventional method.  Therefore, it can be concluded that the scaffolding teaching method can be used as an alternative method by lecturers in teaching illustration.

Keywords: Scaffolding Strategies, Illustration, Motivation, Chinese undergraduates

REFERENCE

  • Balbi, Juan (2008). “Epistemological and theoretical foundations of constructivist cognitive therapies: post-rationalist developments” (PDF). Dialogues in Philosophy, Mental and Neuro Sciences. 1 (1): 15–27.Archived (PDF) from the original on 2011-07-08. Retrieved 2010-10-19.
  • Brooks, Jacqueline Grennon, & Brooks, Martin. In Search of Understanding: The Case for Constructivist Classrooms. Association for Supervision and Curriculum Develop- ment, Revised edition, 1999. ISBN: 0871203588
  • Eisner, Elliot. The Arts and the Creation of Mind. Yale University Press, 2002. ISBN: 0300095236
  • Hogan, Kathleen, & Pressley, Michael. Scaffolding Student Learning: Instructional Approaches and Issues. Brookline Books, 1997. ISBN: 1571290362
  • https://files.eric.ed.gov/fulltext/EJ1198682.pdf> [Accessed 8 February 2022].
  • http://dsa.dpsk12.org/ Select: Majors, then Fine and Practical Arts Department > [Accessed 8 February 2022].
  • Manning, Brenda H., & Payne, Beverly. Self-Talk for Teachers and Students: Metacognitive Strategies for Personal and Classroom Use. Allyn & Bacon, 1996. ISBN: 0205159486
  • Meichenbaum, Donald, & Biemiller, Andrew. Nurturing Independent Learners. Brookline Books, 1998. ISBN 1571290478
  • University of San Diego. 2022. The Complete List of Teaching Methods. [online] Available at: <https://onlinedegrees.sandiego.edu/complete-list-teaching-methods/> [Accessed 8 February 2022].
  • Zhang, Q. (2014, February 14). Assessing the effects of the instructor enthusiasm on classroom engagement, learning goal orientation, and academic self-efficacy. Communication Teacher, 28(1), 44-56. doi:10.1080/17404622.2013.839047