Digital Scaffolding Strategies in Instructional Design: Enhancing Independent Learning Among Pre-University Students in Kota Samarahan, Malaysia

Abstract This study investigates the role of digital scaffolding strategies in instructional design and their effectiveness in enhancing independent learning among pre-university students in Kota Samarahan, Malaysia. The research employed a quantitative survey method, incorporating both a pilot test and a full-scale study. The instrument measured three constructs: digital scaffolding strategies, independent learning skills, and perceived effectiveness of scaffolds. Reliability analysis demonstrated excellent internal consistency for all constructs, with Cronbach’s alpha values exceeding 0.93. Based on responses from 112 students, the findings revealed consistently high mean scores across the 30 items, indicating strong agreement regarding the positive role of scaffolding in facilitating independent learning. Furthermore, findings suggest that digital scaffolding strategies not only support learner autonomy but also strengthen motivation, time management, and confidence in self-directed learning. The study contributes to instructional design research by demonstrating how structured scaffolding mechanisms can be effectively integrated into pre-university curricula to foster independent learners. Implications for practice, policy, and future research are discussed.