Assessing teachers’ knowledge and use of scaffolding as a tool for reading comprehension lessons in New Juaben South Municipality

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.