SCAFFOLDING IN EDUCATION: A COMPARATIVE ANALYSIS OF SUPPORT METHODS IN HUMANITIES AND ECONOMICS DISCIPLINES

S. Geldimyradova; G. Guljanova; J. Durdyeva

S. Geldimyradova Dovletmammet Azadi Turkmen National Institute of World Languages
G. Guljanova Turkmen State Institute of Finance
J. Durdyeva Turkmen State Institute of Economics and management

Ключевые слова: scaffolding, education, academic performance, consultations, step-by-step instructions, additional resources, humanities, economics, disciplinary differences, student engagement, learning outcomes.

Аннотация

This study explores the effectiveness of scaffolding methods in educational settings, focusing on students from different academic disciplines. Scaffolding, a pedagogical approach that provides temporary support to students and gradually reduces it as they gain independence, was applied to two groups of students from Turkmenistan: those studying humanities at the Turkmen National Institute of World Languages and those studying economics at the Turkmen State Institute of Finance. The study aimed to investigate the impact of three scaffolding methods—consultations, step-by-step instructions, and additional resources—on students' academic performance and perceptions. The results showed that humanities students benefited most from consultations and additional resources, while finance students preferred structured, step-by-step instructions.