Allama Iqbal Open University. In contrast, present study was a classroom experiment;
the purpose was to investigate the comparative effectiveness of Vygotsky’s Concept of
Zone of Proximal Development and Traditional Method for teaching Mathematics at
Elementary Level. The design of the study was pertest-posttest control group design
and the sample of 48 students equated on their prior ability in maths into 24-students
experimental and control group each. The measuring instrument of the research was a
self-prepared achievement test of 40 multiple-choice items in the subject of
mathematics for 8th grade level. The treatment span was for six weeks, forty minutes
each day. After collecting data, it was analyzed through mean, standard deviation,
coefficient of variability and t- test.
Findings of the study show that the students who were taught mathematics through
Vygotskyian method of Zone of Proximal Development complemented by scaffolding
did better in mathematics achievement than the students taught through the
Hence, Vygotskian model of teaching was perhaps a better substitute of traditional
mode of teaching mathematics to elementary students.