Abstract
Scaffolding is an allegory for the construction of a conceptual aid to support beginners for better
and easier understanding. The present experimental research was designed to see the scaffold
instruction's effect on the learning achievements of post graduate students. An intact group of
60 master students studying at a university campus were distributed in two groups; one as
experimental group and the other as control group. The pre/post test was pilot tested before the
administration. The two groups having 30 students each were given a pretest. Controlling the
extraneous variables, these two groups were taught the course “Research Methods in
Education” for one semester (16 weeks). The experimental group received scaffold instructions
and the other group was taught with traditional lecture method. After the completion of the
semester, the 'post-test' was applied to both of the groups. Comparison of the gain score of two
groups revealed that students guided by scaffold instruction achieved better grades than that of
the group taught with lecture method. It was concluded that scaffolding helps to clarify concepts
even at post-graduate level in complex subjects. Key words: Scaffolding, research methods,
learning achievement
Numrah Aslam, Afifa Khanam, Hafizah Gulnaz Fatima, Hina Akbar, Noor Muhammad . (2017) Study of the Impact of Scaffold Instructions on the Learning Achievements of Post-Graduate Students, Journal of Arts and Social sciences, Volume 4, Issue 1.
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