The Effect of Problem-based Learning Combined with Scaffolding Technique on Chinese Writing Ability of 5th-Grade Students
Authors: Yanping Geng , Choicharoen Thapana , Nuansri Mesa 
Published: January 2025

Background and Aims: Chinese writing courses are an important part of primary school Chinese teaching, aiming at cultivating students' interest in writing and improving students' writing skills and expression ability. Courses are based on themes and situations that are close to students' lives and experiences. Guiding students to observe, think, and express, it helps students establish their own writing ideas and language systems, but in China, composition teaching in most colleges and primary and secondary schools has always adopted the traditional teaching mode, that is, teacher-centered, teaching book knowledge, the teaching mode is stale and boring, and the teaching method is rigid. The problems are mainly in practice is not close, and the students' practical ability is weak; Students' enthusiasm is suppressed, which is not conducive to the cultivation of innovative ability. To solve this problem researcher conducted practical research on "Problem-based learning combined with Scaffolding technique on Chinese writing ability under purposes of this study were to: 1) compare students' Chinese writing ability before and after learning through Problem-based learning combined with Scaffolding technique. 2) to compare the students' Chinese writing ability after learning through Problem-based learning combined with the Scaffolding technique with the criterion set at 70% and 3) to study students’ satisfaction with learning through Problem-based learning combined with the Scaffolding technique.
Methodology: The effect of this problem-based learning combined with the Scaffolding technique on Chinese writing ability was verified by a one-group pretest-posttest designed experiment. The samples were 50 students from 1 Class in the 5th Grade during the 2023-2024 academic year derived from the cluster sampling method. The research instruments were as follows: 1) eight lesson plans using Problem-based learning combined with the Scaffolding technique. 2) Chinese writing ability evaluation form, with a reliability of.94, and 3) students' satisfaction questionnaire with a reliability of.88. The statistics used for data analysis were the mean, standard deviation, t-test for one sample, and t-test for dependent samples.
Result: After using Problem-based learning combined with the Scaffolding technique on Chinese writing ability The results of the study were as follows) the mean scores were (M=45.90, SD=3.56), were higher than before (M=31.28, SD= 2.22), with statistical significance at.01 level. (t29=24.97**: =.001). 2) The Chinese writing ability of students was higher than the 70% standard, with a statistical significance at.01 level (t29=91.21**: =.001). 3) Students showed the highest level of satisfaction (M=4.59, SD=0.49).
Conclusion: Problem-based learning combined with the Scaffolding technique on Chinese writing ability uses 6 steps:1) First, create a teaching situation to stimulate students' interest. 2) Cultivate students' independent writing ability. 3) Cultivate students' ability of cooperation and expression. 4) Timely grading and feedback to students. 5) Exercise students' ability to revise their compositions. 6) Guide students to revise their compositions and improve their Chinese writing ability. After learning management using problem-based learning combined with the scaffolding technique students’ Chinese writing ability was statistically higher than the determined criterion set of 70%. And students’ satisfaction was at the highest level. Satisfaction with learning management using project-based learning was high level.