Comparison the impact of scaffolding teaching method and traditional teaching method on academic motivation of high school second grade students in English lesson

This quasi-experimental study with pre test-post test and control group investigated a comparison about the impact of the scaffolding teaching method and the traditional teaching method on academic motivation of high school second grade students in English lesson in Veisian in Lorestan province. The study population was high school second grade male students of Veisian in 2010-2011. The sample size was 40 students, in which 20 were in the experimental group and 20 were in control group who were selected by multistage cluster sampling. In the experimental group the scaffolding teaching and in control group traditional teaching methods were used. The research tool was Verland Academic Motivation Inventory (1985).For data analysis; both descriptive and inferential statistics (ANOVA) were used. The results showed a significant differences among the academic motivation of the two groups (P<0/05) and experimental group was affected more by scaffolding teaching method in comparison with control group (P<0/05). So teachers need to use the scaffolding teaching method in class to increase the student’s academic motivation.