SCAFFOLDED INSTRUCTION AND MATHEMATICS LEARNING PERFORMANCE AMONG LEARNERS IN A SELF-CONTAINED CLASS

This study examined scaffolded instruction and mathematics learning performance among learners in a self-contained class at Manalipa Integrated School during School Year 2026 to 2027. Specifically, it sought to determine the extent of scaffolded instruction in terms of teacher guidance and support, step by step instruction, modeling and demonstration, guided practice, and gradual release of responsibility. It also described mathematics learning performance in terms of conceptual understanding, computational skills, problem solving skills, and application of mathematical concepts. The study employed a quantitative descriptive correlational research design. The target population consisted of 75 learners, and a sample of 63 was calculated using Slovin’s formula with a 5 percent margin of error. Data were gathered through a researcher made questionnaire with responses measured on a five point scale. Weighted means were used to describe the variables, while Pearson’s product moment correlation was proposed to examine their relationship. Findings indicated that scaffolded instruction was practiced to a Very High extent, while mathematics learning performance was generally High, with conceptual understanding identified as the primary area needing further support. The reported correlation value remains hypothetical, as it was not calculated from actual paired data; therefore, no definitive conclusion can be drawn until the data are fully analyzed. Still, this study suggests that consistent teacher support and guidance are valuable in helping learners build stronger mathematical foundations.