Applyıng scaffoldıng strategy ın teachıng problem solvıng to enhance students’ learnıng motıvatıon ın Ho Chı Mınh cıty, Vıetnam
DOI:
https://doi.org/10.22633/rpge.v29iesp3.20687Keywords:
Estrategia de andamiaje, Distancia de un punto a un plano, Geometría espacial, Motivación para el aprendizaje, Educación superiorAbstract
The study addresses the challenge students face in understanding spatial distance, particularly in determining the distance from a point to a plane, an abstract concept that often leads to disorientation and loss of motivation. To counter this, the research applies a scaffolding strategy based on Vygotsky’s Zone of Proximal Development to design an instructional process that supports conceptual understanding. A quasi-experimental method was implemented with two groups of 11th-grade students. Data were gathered through test scores and motivation surveys, then analyzed using descriptive statistics and paired-sample tests in SPSS 26. Results revealed that students in the experimental group achieved higher performance and demonstrated significantly greater learning motivation. These findings confirm that scaffolding effectively enhances students’ ability to solve spatial distance problems, fosters confidence in their learning process, and strengthens motivation for mathematical study.
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