Effect of scaffolding tools on Biochemistry students

Abstract

This paper evaluated the effect of two scaffolding tools, Advanced Organization Tool (AOT) and Higher-Order Thinking Tool (HOTT) in a flipped classroom experience in a University course in Namibia. Scaffolding tools can be used to improve science students’ transfer level and knowledge retention among university students. Four groups of students were compared: 1) AOT group; 2) HOTT, and 3) the combination of AOT/HOTT and 4) the control group. The study shows that the scaffolding tools were particularly effective concerning retention. No significant differences between groups were found on the students’ transfer scores. Moreover, even if there was no clear significant difference, the use of multiple tools in the same groups seemed to impact negatively students’ performances. The primary idea for this study was to test the effectiveness of the scaffolding tools in enhancing natural science education. The current study was on a small group scale therefore the findings are specific to the target group and could not draw a general conclusion for all branches of natural science (Physics, Chemistry and Biology). The researchers recommend a more inclusive and prolonged study to make a more comprehensive conclusion and give enough time to test the reliability and validity of the tools as well as the effects of scaffolding as far as retention and knowledge transfer are concerned.