Providing a Scaffolding Model to Enhance Educational Quality with the Mediation of Time Management and Self-Directed Learning among Middle School Students

Abstract

Purpose: This study aimed to provide a scaffolding model to enhance educational quality with the mediation of time management and self-directed learning.   Methodology: The study was conducted using an exploratory mixed-method approach. The statistical population included academic and organizational experts and middle school students in Qaemshahr during the 2021-2022 academic year. In the qualitative section, 20 individuals were selected by purposive non-random sampling, and in the quantitative section, 372 individuals were selected by stratified random sampling. Data were collected through the Delphi technique and a researcher-made questionnaire and analyzed using SPSS and Smart PLS software.   Findings: The findings indicated that "scaffolding" comprises six components, "time management" comprises six components, "self-directed learning" comprises eight components, and "educational quality" comprises nine components. The results showed that scaffolding, time management, and self-directed learning significantly impact educational quality.   Conclusion: The results indicated that scaffolding, time management, and self-directed learning significantly impact educational quality. These techniques are recommended as effective strategies to improve the teaching-learning process. Proper planning and implementation of these elements can lead to enhanced educational quality.