1. Pacific Peoples Research Skills Symposium, 2018
Scaffolding Research Skills – Impacts
By Rosiana K Lagi

2. Scaffolding Research Skills - Impacts

3. Scaffolding

4. Scaffolding Constructivism Philosophy (Piaget)
- Teachers as Facilitators & Provides scaffold– Students Active Learners – Explore & work collaboratively
Social Constructivism Philosophy (Vygotsky)
Zone of Proximal Development
Scaffolding & Sociocultural Tools – Language & Culture
make meaning through interaction with others
Traditional learning in the Pacific
assistance from knowledge holders (scaffolds)
Learn through practice – supported by knowledgeable ones
Observation and Imitation – modeling
Thesis Statement:
For Quality Research Writing – Students should be scaffolded in learning and applying the research skills from pre-degree & 100 level courses.

5. Self-Initiated Research
RSD Framework – Scope of Student Autonomy
Researcher(s) enlarge the field of inquiry
Level 7
Enlarging Research
Researcher(s) inform others’ agendas
Level 6
Adopted Research
Researcher(s) determine guidelines that are in accord with discipline or context
Level 5
Open Research
Level 4
Self-Initiated Research
Level 3
Scaffolded Research
Level 2
Bounded Research
Highly structured directions and modeling from supervisor prompt the researcher(s) to…
Level 1
Prescribed Research
Researcher(s) initiate and supervisor guides
Scaffolds placed by supervisor enable the researcher(s) to independently…
Boundaries set by and limited directions from supervisor channel the researcher to …..

6. RSD Facets
While Framework is a guide – for evaluating research (Marking Rubric), it should be used as a guide for teaching research skills
a. Embark & Clarify – Analyzing Assignment Question – Planning – Research Questions; Hypothesis; Theoretical Framework
Respond to or initiate research and clarify or determine what knowledge is required, heeding ethical, cultural, social and team (ECST) considerations
b. Find & Generate – Methodology – Methods & Data Analysis
Find and generate needed information/data using appropriate methodology
c. Evaluate & Reflect – Critical Literature Review
Determine and critique the degree of credibility of selected sources, information and of data generated. Metacognitively reflect on processes used.
d. Organise & Manage – Data Analysis – Critical Analysis
Organise information and data to reveal patterns and themes, and manage teams and research processes.
e. Analyse & Synthesise – Finding, Discussion, Conclusions and Recommendations
Analyse information/data critically and synthesise new knowledge to produce coherent individual/team understandings
f. Communicate & Apply – Presentation of Research (Paper/ Assignment) - Structure, Grammar, Referencing
Discuss, listen, write, present and perform the processes, understandings and applications of the research, and respond to feedback, accounting for ethical, cultural, social and team (ECST) issues.

7. Research Elements/ Skills
Topic – Identify an Issue of Interest
2. Rationale – Purpose of research and its significance - internationally, regionally, nationally and personally
3. Research Questions – Questions to help you address the issue – conceptual framework
4. Literature – aligned to research questions and can answer some of your questions – Theoretical Framework
5. Methodology (Methods & Data Analysis) – informed by your Literature Review but contextualized
6. Finding – aligned to your research questions & Literature
7. Discussion – aligned to your research questions, literature and finding
8. Conclusion and Recommendations – Solution and creation of new knowledge

8. Scaffolding Research Skills - Impacts
Issue: Poor Quality of Masters Research Writing Skills
- lack cohesion
- poor structure
- weak arguments (critical review & discussion)
- poor alignment of research questions to literature, finding, discussion, conclusion & recommendations
- Analysis skills
- Data presentation and communication
Assumption: Poor quality in research writing skill is due to lack of scaffolding in 100 level courses
Participants : 30 - Undergraduate students at Tuvalu campus (ongoing research)
5 Masters Students (Yet to interview them)
75 Students from other regional campuses (ED 255 students)
Methodology – Qualitative; Observation, Survey, Sautalaga
Thematic Coding

9. Finding and Discussion

10. Finding and Discussion

11. For Quality Research Papers -Teach, model & scaffold research skills
Conclusion and Recommendations
For Quality Research Papers -Teach, model & scaffold research skills
Limitations
Class size
Time (Give Research Assignment without analyzing the Assignment)
Lecturer/Tutor’s Research Skills & Values
Online/Blended Mode
Recommendations
Every Lecturer/Tutor Research Literate – weave research skills in course (Team teach)
Audio/Video Record
Satellite Tutorial/ Lecture Capture
Model Research Paper

12. Raise Profile of Institution
Scaffold – Grounding and Re- Production of Quality Research Writing
Scaffold
Model
Quality Research
Raise Profile of Institution