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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

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Exploring Peer Scaffolding Strategies through Discourse Analysis in

Senior High School

Indira Jill M. Tampipi

, Joanne Bermillo

Department of Education – Division of Bukidnon, Bernardo Pajo Nietes Integrated School

Faculty, Central Mindanao University, University Town, Musuan, Bukidnon 8710 Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100158

Received: 07 November 2025; Accepted: 20 November 2025; Published: 03 December 2025

ABSTRACT

This qualitative study explored peer scaffolding strategies among senior high school students during

collaborative group work through discourse analysis. Conducted at Kiburiao National High School in Bukidnon,

Philippines, the research examined how learners used language to support one another cognitively, socially, and

linguistically in authentic classroom interactions. Data were gathered through classroom observations, audio-

recorded group discussions, and semi-structured interviews with students and teachers. The analysis revealed

nine interrelated themes organized under three focal areas. Under peer scaffolding strategies, students employed

clarification and simplification, role assignment, and active engagement to sustain collaborative dialogue. Under

the influence of learning and participation, peer interaction enhanced motivation and engagement, improved

understanding and communication skills, and fostered ownership of learning. Under peer scaffolding challenges,

students encountered task imbalance, emotional barriers, and communication breakdowns that sometimes

hindered group cohesion.

Findings demonstratedthat peer scaffolding is a dynamic, socially situated process that enhances comprehension,

confidence, and collective responsibility among learners. Despite recurring challenges, the discourse of

collaboration reflected empathy, adaptability, and shared problem-solving. The study concludes that structured,

supportive group work can transform classroom interaction into a space for mutual learning and linguistic

growth. It recommends that teachers intentionally design collaborative tasks that ensure equitable participation,

cultivate emotional safety, and strengthen communicative competence to maximize the potential of peer

scaffolding in multilingual classrooms.

Keywords: peer scaffolding, discourse analysis, collaborative learning, senior high school, multilingual

classrooms

INTRODUCTION

Learning is a social process that thrives on interaction, communication, and shared meaning-making. In the

classroom, these processes are made visible through peer collaboration, where students co-construct

understanding and support one another’s learning. The concept of scaffolding, first introduced by Wood, Bruner,

and Ross (1976) and later grounded in Vygotsky’s (1978) sociocultural theory, underscores that learning occurs

most effectively when learners engage in guided interaction within their zone of proximal development (ZPD).

Within this framework, peers act as both learners and facilitators—providing cognitive, linguistic, and emotional

support that enables others to perform tasks they might not be able to accomplish independently.

Building on Vygotsky’s ideas, Donato (1994) expanded the concept of scaffolding into what he termed collective

scaffolding, in which learners collaborate to construct knowledge through reciprocal dialogue jointly. Similarly,

Swain, Brooks, and Tocalli-Beller (2002) emphasized that peer dialogue serves as a space where students reflect,

negotiate meaning, and co-develop linguistic competence. Mercer (2000) further illustrated how language

operates as a cultural tool for thinking together, while Gee (2014) situated discourse as the medium through

which identity, power, and meaning are enacted. Collectively, these foundational scholars demonstrate that

learning through talk—particularly peer talk—is a deeply social and discursive act.

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In the 21st-century classroom, peer scaffolding has become increasingly significant as educational systems shift

toward learner-centered, collaborative, and communicative approaches. Cooperative learning research

consistently shows that structured peer collaboration promotes critical thinking, engagement, and higher

academic performance (Johnson & Johnson, 2009; Gillies, 2016). This perspective also aligns with the goals of

the Philippine K–12 curriculum, which emphasizes communicative competence, teamwork, and independent

learning as essential outcomes of basic education. Within this framework, teachers are encouraged to design

activities that foster student autonomy through guided interaction—making peer scaffolding a highly relevant

instructional approach in local classrooms.

However, effective collaboration is not guaranteed; it depends on the quality of discourse, equitable

participation, and the presence of emotional and social safety within groups. As Jin, T., Jiang, Y., Gu, M. M., &

Chen, J. (2022) observe, peer interaction plays a crucial role in language learning. However, it can be undermined

by power dynamics, lack of confidence, or ineffective communication. Recent studies reaffirm the evolving

nature of peer scaffolding and the challenges it entails. Salarvand, Mousavi, and Rahimi (2023) revealed that

even in online and hybrid environments, students encounter cooperation and communication barriers that hinder

meaningful interaction. Usop, J. L. (2024), in a study of Filipino senior high school students, found that socio-

cultural and emotional barriers—such as anxiety, low self-esteem, and hesitation to express opinions—

significantly affected learners’ participation in group tasks. Likewise, Manuel (2025) demonstrated that

scaffolding strategies like guided questioning, modeling, and visual aids enhance engagement and self-efficacy,

particularly for students who struggle academically or emotionally. These recent findings affirm that emotional

and affective dimensions of learning are integral to successful scaffolding, not merely cognitive or structural

supports.

While numerous studies have examined peer collaboration through quantitative or observational lenses, fewer

have focused on the language that mediates these interactions. Despite the potential of discourse analysis to

capture the subtleties of peer interaction, it remains underutilized in Philippine classroom research. Studies that

do explore scaffolding often rely on surveys or structured observations, missing the rich detail that naturally

occurring language can provide. In such cases, researchers may overlook how students subtly prompt one

another, negotiate misunderstandings, manage group dynamics, and build social cohesion—all of which are

essential to effective group learning.

This study addresses this gap by focusing on the discourse of senior high school students from Kiburiao National

High School (KNHS) in Bukidnon as they engage in collaborative group activities. These students, many of

whom form self-selected, familiar peer groups, regularly participate in teacher-facilitated performance tasks that

require coordination, negotiation, and co-construction of academic outputs. The KNHS context—characterized

by its multilingual student body, strong emphasis on group-based activities, and grounded community

relationships—provides a valuable setting for examining peer scaffolding as a situated, language-based process.

This research also incorporates teacher perspectives to understand how scaffolding is facilitated, encouraged, or

unintentionally hindered in the classroom. Teachers’ insights offer contextual understanding of how

collaborative tasks are structured, how student interactions are monitored, and what expectations guide peer

support. By combining qualitative discourse analysis with thematic analysis, the study aims to uncover both the

observable strategies and the underlying patterns that shape peer scaffolding in group work settings.

By closely examining naturally occurring talk among student groups and triangulating this with interviews and

classroom observation, the study sheds light on the social and linguistic processes that drive peer learning. It

highlights the ways students scaffold one another’s thinking, regulate task completion, manage group roles, and

negotiate meaning—all through the lens of real-time classroom discourse.

Ultimately, this study contributes to the growing body of knowledge on discourse-based learning and peer

collaboration by highlighting how emotional safety, equitable participation, and communicative competence

intersect in classroom discourse. It underscores that peer scaffolding is not a static instructional technique but a

dynamic, socially mediated process—one that requires empathy, structure, and reflection. Insights from this

research can guide teachers in designing collaborative tasks that nurture both cognitive growth and emotional

resilience, ensuring that every student’s voice contributes meaningfully to shared understanding.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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Statement of the Problem

This study aims to explore the peer scaffolding strategies used by senior high school students in a collaborative

classroom setting through discourse analysis. Specifically, it aimed to answer the following questions:

1. What peer scaffolding strategies do students employ during group discussions and collaborative tasks?

2. How do peer scaffolding strategies influence learning and participation among students?

3. What challenges do students encounter in performing peer scaffolding during collaborative work?

Through these questions, the study sought to provide a comprehensive understanding of how peer scaffolding

unfolds in authentic classroom interactions and how emotional, social, and linguistic factors shape the learning

process in a multilingual senior high school context.

Scope and Delimitation

This study focused on exploring peer scaffolding strategies manifested through the natural discourse of Grade

11 Humanities and Social Sciences (HUMSS) students at Kiburiao National High School, Bukidnon. It examined

how students used language to support one another cognitively, socially, and emotionally during collaborative

group work and how these interactions influenced participation and learning outcomes. The research was

confined to one naturally formed group of eight students and three teachers who regularly engaged in group-

based performance tasks. Data were drawn from one classroom activity—a manuscript speech task—recorded

and analyzed using discourse and thematic analysis.

The study was delimited to spoken peer interactions and teacher interviews; written outputs, nonverbal cues, and

longitudinal effects of peer scaffolding were not examined. Additionally, the findings reflect the unique

multilingual context of a single public senior high school and therefore may not be fully generalizable to other

disciplines or settings. Nevertheless, the study offers valuable insight into how peer scaffolding operates in

authentic classroom discourse and provides implications for improving collaborative learning practices in similar

educational environments.

METHODOLOGY

Research Design

This study employed a qualitative research design using discourse analysis to examine peer scaffolding strategies

as they naturally occur during collaborative group work. A qualitative approach was appropriate because it

allowed the researcher to explore student experiences, interpret meaning from interactions, and analyze the

linguistic mechanisms underlying peer assistance. Discourse analysis, in particular, offers a powerful lens for

examining how students use language to co-construct understanding, manage tasks, and support one another’s

cognitive and emotional needs during group learning (Gee, 2014). By focusing on spoken discourse captured

during actual classroom tasks, this study addressed not only what scaffolding strategies were used but also how

they were delivered, interpreted, and negotiated in interaction. It also allowed for an in-depth understanding of

the social dimension of learning, emphasizing communication, context, and power dynamics. This design was

complemented by thematic analysis to identify recurring patterns and strategies, and by triangulation of data

through student interviews, teacher interviews, and classroom observation.

Research Locale

The study was conducted at Kiburiao National High School, a public secondary school in Bukidnon, Philippines.

The research focused on Grade 11 students enrolled in the Humanities and Social Sciences (HUMSS) strand,

where performance tasks often require collaborative outputs such as oral presentations and manuscript speeches.

English is the formal medium of instruction, but students frequently use Bisaya or Filipino during planning and

informal exchanges, especially in group work contexts. This multilingual environment reflects a rich and

interactive learning culture, ideal for analyzing how peer scaffolding emerges in a naturalistic setting.

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Participants

The study involved eight Grade 11 students and three teachers, selected through purposive sampling. The student

participants were members of a naturally formed group that regularly worked together on collaborative activities.

Based on initial interviews, these students had established rapport and shared a positive working dynamic,

making them ideal for exploring authentic peer scaffolding practices. The three teacher participants were selected

based on their consistent integration of group work into their teaching and their familiarity with discourse-based

instruction. Their insights provided context for how scaffolding was structured, encouraged, or hindered in

classroom settings.

Data Collection

To gather comprehensive and context-rich data, multiple techniques were employed. Group work sessions were

observed during regularly scheduled classes to preserve ecological validity. The researcher recorded

approximately 45 minutes of group interaction involving the selected students as they worked on a manuscript

speech task. No interference was made during the sessions, allowing natural interactions to emerge. The

recordings were transcribed verbatim, preserving code-switching and pauses to retain authenticity and nuance.

In addition, semi-structured interviews were conducted with each student to explore how they perceived their

roles, the support they gave or received, and what strategies they found most effective. Teacher interviews were

also conducted to understand how collaborative tasks were designed and monitored, and to gain their

perspectives on student engagement and scaffolding behaviors.

Instrumentation and Validation

Data for this study were collected using two main instruments: (1) semi-structured interview guides and (2)

audio recordings of group work sessions. These tools were designed to gather insights into the strategies students

used to support one another, as well as teachers' perceptions of how peer scaffolding manifests during group

activities.

Since the instruments were researcher-developed and not standardized, they underwent a validation process

using Lawshe’s (1975) Content Validity Ratio (CVR) method. A panel of three experts—comprising the school’s

Research Coordinator and two master’s degree holders with units in doctoral studies—reviewed the instruments

to evaluate the relevance and clarity of each item. Each expert was asked to categorize items as “essential,”

“useful but not essential,” or “not necessary.” The CVR for each item was calculated using the formula: CVR =

(ne – N/2) / (N/2), where ne is the number of experts rating the item as essential, and N is the total number of

experts (in this case, 3). Items meeting the minimum CVR threshold based on Lawshe’s table were retained,

while those below the cut-off were revised or discarded. This process ensured that the instruments were valid,

focused, and appropriate for capturing rich qualitative data relevant to the research questions.

Data Analysis

The collected data were analyzed using the six-phase thematic analysis framework proposed by Naeem et al.

(2023), which is compatible with discourse-analytic approaches. The phases included familiarization with the

data through transcription and repeated listening, initial coding of scaffolding behaviors such as prompting,

rephrasing, role assignment, and elaboration, and grouping codes into broader themes. These themes were

reviewed for coherence and named accordingly, then synthesized into a coherent narrative. Illustrative quotes

from the transcripts were used to support the analysis. Teacher interview data were triangulated with student

data to validate interpretations and capture multiple perspectives.

To ensure trustworthiness and research rigor, strategies such as triangulation, peer debriefing, and audit trails

were used. Triangulation was achieved by comparing findings across multiple data sources, including student

discourse, student interviews, and teacher interviews. Transferability was strengthened through a detailed

account of the school context and participant selection. Dependability was established through consistent coding

procedures, while confirmability was maintained by documenting all methodological decisions and reflexive

notes taken throughout the research process.

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Ethical Considerations

Ethical clearance was obtained from the school administration prior to the start of the study. All participants

were given informed consent forms explaining their rights, including voluntary participation, confidentiality,

and withdrawal without penalty. For minors, parental consent was also secured. Participants were assured of

anonymity through the use of pseudonyms, and audio data were stored securely and accessed only by the

researcher. Interviews were scheduled at the students’ convenience, and they were encouraged to speak in any

language they were comfortable with. This ensured that responses were sincere, relaxed, and reflective of their

authentic thoughts and experiences.

RESULTS AND DISCUSSION

Peer Scaffolding Strategies

The study reveals three major themes under peer scaffolding strategies frequently used by students. (1)

Clarification and Simplification Strategies, (2) Role Assignment, and (3) Active Engagement and Participation

Strategies. These themes reveal how students actively support one another to enhance comprehension,

organization, and participation in collaborative learning tasks.

Clarification and Simplification Strategies

The analysis revealed that students frequently employed clarification and simplification strategies during group

work to bridge gaps in understanding. These strategies—such as explanation, rephrasing, and the use of real-life

examples—enabled students to simplify complex ideas and make them more accessible to all members. Students

often broke down challenging concepts into simpler terms or rephrased their peers’ ideas to make them easier to

grasp. They also relied on familiar experiences and scenarios to clarify theoretical concepts, making abstract

ideas more tangible and relatable.

As Participant 1 shared, “One of my classmates, who is good at that, took the time to explain it to me in a way

that made sense. She broke it down step by step to make it clear to me.” Similarly, Participant 3 noted, “When I

struggle to understand something, my classmates usually help me properly by explaining it clearly and sharing

their ideas or opinions.” These statements show how peers not only clarified lessons but also personalized their

explanations to match each other’s learning needs. When further simplification was needed, students provided

concrete illustrations—such as Participant 4’s statement: “I also explain to them what I understood about the

topic, and if they still find it hard to understand, I give them examples that are easy to understand.” Participant

5 further emphasized the importance of using accessible language, saying, “My classmate explained it step-by-

step in a way that was easy to follow using vernacular or the Bisaya language and even gave me tips to remember

it better.” Participant 7 echoed this by stating, “I break things down into simpler explanations and give examples

to make it relatable.”

These responses demonstrate how students scaffold one another’s understanding by simplifying complex content

through explanation, rephrasing, and contextual examples. This finding aligns with recent studies emphasizing

the value of peer-led scaffolding in promoting collaborative meaning-making (Casinto, C. D., 2023; Alzubi, A.

A., Nazim, M., & Ahamad, J. 2024). Clarification strategies serve as social tools that support collective

comprehension and deepen conceptual learning Soekarno, M., & Ting, S. H. (2020). Moreover, the practice of

using vernacular and relatable examples reflects what Smit, J., & van Eerde, H. (2011) describe as contextualized

scaffolding, where learners adapt their communication to peers’ linguistic and cultural backgrounds. In this light,

peer scaffolding emerges as a dynamic and socially grounded process in which students co-construct

understanding through clarification and simplification.

Role Assignment

While clarification and simplification focus on conceptual understanding, the next theme—role assignment—

highlights the organizational aspects of collaboration. Role assignment emerged as another key peer scaffolding

strategy that helped students organize their group work effectively and ensure equitable participation. By

dividing tasks according to each member’s strengths, students fostered a sense of accountability and shared

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responsibility within the group. This approach not only balanced the workload but also motivated members to

contribute meaningfully, thereby enhancing the team's overall efficiency and collaboration.

As Participant 1 explained, “We divide the tasks based on our strengths and interests, depending on who is good

at which part.” Similarly, Participant 2 said, “I divide the tasks among my groupmates based on their strengths.

For example, if someone is good at drawing, I give that part to them. If someone else has good handwriting, I

assign them to do the writing.” These statements show that students considered one another’s competencies to

create a more comfortable and efficient workflow. Participant 4 highlighted inclusivity, saying, “I make sure

that they can share their own ideas and opinions about the activity.” Participant 5 supported this, stating, “We

start by discussing goals and assigning roles based on everyone’s strengths and where they feel comfortable. For

example, someone good at writing handles documentation, while others take care of research, designing, or

presenting. We make sure that everyone has a role and contributes to the project.” Finally, Participant 6 added,

“When working with classmates, we usually start by discussing the task and dividing the work,” underscoring

how clear task division early on set shared expectations and guided smooth collaboration.

These practices resonate with contemporary research emphasizing the role of structured collaboration in peer

learning. According to Hussaini, M. (2024), assigning roles based on strengths promotes positive

interdependence, where group members rely on each other’s contributions to achieve a shared goal. Similarly,

Lu, H. S., & Smiles, R. (2022) found that equitable task distribution increases engagement and accountability in

cooperative settings. More recent studies (Zhou, T., & Colomer, J., 2024; Wilson, K. A., Brickman, P., & Brame,

C. J., 2018) also highlight that defined roles enhance both individual responsibility and collective achievement

in team-based learning. Hence, the participants’ experiences affirm that thoughtful role assignment not only

distributes work fairly but also reinforces collaboration, leadership, and mutual support within peer scaffolding

contexts.

Active Engagement and Participation Strategies

Transitioning from organizational strategies to interactional dynamics, the third theme highlights how students

maintain participation and focus within peer groups. The data revealed that students employed active

engagement and participation strategies to facilitate collaborative learning. These included guiding questions

and behavioral cues that helped maintain focus, promote inclusivity, and regulate group dynamics. Classroom

observations indicated that students frequently used subtle cues and guided questioning to direct the flow of

group tasks. For instance, one student inquired, “Do you want something light? Like a school announcement

style?”, prompting peers to consider the theme of their output. Another asked, “Who can write fast? So, it’s

quicker. After that, we’ll copy it onto the manila paper that ma’am gave us.” Such questions not only assigned

tasks but also encouraged shared decision-making and collective responsibility.

In addition to questioning, students provided reminders to ensure clarity and adherence to group norms. One

participant remarked, “Just make sure it’s clear, okay? We shouldn’t adlib. It has to be word-for-word.” Another

added, “Exactly. No adlibs. This is manuscript style, so it should all be written in advance.” These reminders

helped prevent misunderstandings and ensured that all members remained aligned with the group’s plan.

These findings suggest that Active Engagement and Participation Strategies extend beyond content

comprehension; they also encompass the regulation of group interactions. The questioning prompts peers to

think, plan, and negotiate collaboratively, while the behavioral cues help maintain structure, clarity, confidence,

and shared commitment. Supporting this observation, T’Sas and De Maeyer (2025) found that when students

engage in exploratory talk during group tasks, their reasoning and problem-solving skills improve significantly

compared to groups that do not engage in such discourse. Their study indicates that practices such as guided

questioning, mutual clarification, and discussion regulation contribute to measurable gains in learning outcomes.

In summary, the peer scaffolding strategies identified reflect a blend of cognitive, social, and organizational

support, emphasizing that collaborative learning is both an intellectual and interpersonal process. Through

clarification and simplification, role assignment, and active participation, students co-construct understanding

and sustain engagement within their groups. These strategies demonstrate that peer scaffolding is a dynamic,

socially grounded mechanism that transforms learning into a shared and empowering experience.

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Influence on Learning and Participation

Three major themes emerged regarding the influence of peer scaffolding: (1) Motivation and Active

Engagement, (2) Improved Understanding and Communication Skills, and (3) Ownership of Learning. These

themes highlight both cognitive and affective gains from collaborative peer interactions.

Motivation and Active Engagement

Peer scaffolding emerged as a pivotal strategy influencing students’ motivation and active engagement in

collaborative tasks. Participants consistently reported enhanced confidence and a heightened willingness to

participate when they received assistance from their peers. This support not only facilitated task comprehension

but also fostered a sense of inclusion and value within the group dynamic.

One participant remarked, “I enjoy helping my groupmates by providing feedback on their work or simply

offering words of encouragement to motivate them.” This statement underscores the reciprocal nature of peer

interactions, where both providing and receiving support contribute to a collaborative learning environment.

Another participant shared, “I feel a little shy asking for help, but when they explain things nicely, it motivates

me to do better.” This highlights how peer explanations, characterized by clarity and patience, can alleviate

apprehensions and encourage students to seek assistance proactively.

Further, a participant reflected, “It shows that they care about my success and encourages me to work harder and

ask more questions.” Such expressions indicate that peer support extends beyond academic assistance,

encompassing emotional encouragement that motivates students to engage more deeply with the learning

process.

Another participant noted, “When I receive help, my confidence increases. I feel comfortable asking them for

help, and I don’t feel shy about it.” This suggests that consistent peer support can build self-assurance, making

students more comfortable in seeking help and participating actively in group activities.

Lastly, a participant remarked, “I feel thankful and more motivated. It shows I’m not alone and that others care

about my learning too.” This emphasizes the importance of a supportive peer network in sustaining motivation

and engagement, as students perceive their collective success as interconnected.

These findings align with Gillies (2016), who noted that cooperative learning structures create an environment

of emotional safety, leading to greater involvement in tasks. The more students felt encouraged, the more likely

they were to stay engaged in discussions and contribute meaningfully. Gillies’ research underscores the

significance of peer interactions in fostering an emotionally supportive learning environment that enhances

student engagement.

Improved Understanding and Communication Skills

While motivation establishes a supportive foundation, peer scaffolding also directly influences cognitive and

communicative development. Participants reported that frequent discussions, questioning, and feedback

exchanges improved their understanding of content and enhanced their ability to articulate thoughts clearly. They

became more confident in expressing opinions, negotiating meaning, and resolving misunderstandings.

One teacher participant emphasized, “Their communication and interpersonal abilities also improve through

constant peer interaction.” This statement underscores how sustained dialogue and collaboration allow learners

to refine both their social and linguistic skills. Another teacher participant noted, “It also helps them develop key

skills like communication, teamwork, and active listening,” highlighting how peer discussions encourage

students to articulate thoughts effectively and respond constructively to others.

Further, a teacher participant elaborated, “Peer scaffolding promotes active engagement, deeper understanding,

and correction of misconceptions. It helps students build confidence, communication, critical thinking,

leadership, teamwork, and self-regulation skills. Students also improve their ability to give and receive

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constructive feedback.” This perspective reveals that peer scaffolding supports a holistic learning experience

that strengthens both cognitive and interpersonal competencies.

These responses suggest that peer scaffolding functions as a dual learning process: as students explain and

discuss ideas, they not only clarify content for others but also reinforce their own learning. This reciprocal

exchange fosters a deeper grasp of the material and develops essential communication and collaborative

competencies.

Supporting this, Roy, K. (2024) affirm that peer teaching benefits both the explainer and the learner. As students

articulate their understanding and communicate ideas to others, they not only strengthen their comprehension

but also reinforce long-term knowledge retention.

Similarly, Azir, I. D. A. (2019) found that peer scaffolding significantly enhanced EFL students’ speaking

performance by encouraging them to clarify meaning, express ideas confidently, and engage in purposeful

dialogue. These findings collectively emphasize that peer scaffolding enriches both understanding and

communication skills, promoting meaningful interaction and lasting learning outcomes.

Ownership of Learning

Transitioning from collaborative influence to individual empowerment, the third theme reveals that peer

scaffolding promotes ownership of learning. Students became more responsible, reflective, and autonomous as

they learned to rely on themselves and peers rather than solely on teachers. Participants expressed that

collaboration encouraged them to take initiative in tasks and develop leadership skills.

One participant expressed, “If we work together and listen to each other, we can make group work more fun and

productive.” This statement highlights how collaborative learning fosters a collective mindset in which students

recognize that success is achieved through mutual effort. Another participant remarked, “It also makes me feel

like I’m not alone and that we’re a team,” underscoring how peer scaffolding fosters a sense of belonging that

motivates students to contribute to group outcomes actively.

Similarly, a participant shared, “I realize that we are all in this together and can learn from each other’s strengths

and weaknesses.” This reflection demonstrates that students perceive learning as a shared process in which each

member’s contribution enhances the group’s performance. Another participant added, “Helping others makes

me feel useful and reminds me that learning is better when we support one another.” Such expressions emphasize

that peer collaboration empowers students to take initiative, develop empathy, and value their role in the group’s

collective achievement.

These findings mirror Johnson and Johnson’s (2009) theory of cooperative learning, which asserts that shared

responsibility within a group enhances individual accountability and active participation. Similarly, Manuel

(2025) found in her study on scaffolding strategies in inclusive classrooms in Bulacan that guided practice,

prompting, and visual aids significantly improved students’ engagement and self-efficacy. As learners became

more confident and proactive, they demonstrated greater ownership of their learning—reflecting the present

study’s findings that peer scaffolding nurtures both individual initiative and collaborative responsibility.

In summary, peer scaffolding positively influenced students’ learning and participation by motivating

engagement, strengthening understanding and communication skills, and fostering ownership of learning. These

findings demonstrate that collaborative peer support enhances both academic and socio-emotional outcomes in

group settings.

Challenges in Peer Scaffolding

Three primary challenges emerged in peer scaffolding: (1) Task Load Imbalance and Role Inequity, (2)

Emotional Barriers, and (3) Communication Breakdown. These themes reveal the barriers that can limit the

effectiveness of collaborative learning.

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Task Load Imbalance and Role Inequity in Peer Scaffolding

One key challenge that emerged from the data was task-load imbalance and role inequity in peer scaffolding

contexts. Participants described situations in which some group members carried a disproportionate share of

responsibilities, while others contributed minimally or not at all. This unequal workload distribution often

resulted from unclear role assignments and differing levels of motivation among group members. Consequently,

a few students tended to assume leadership roles or take on the majority of the work, while others disengaged

from active participation. Such an imbalance disrupted the collaborative learning process and weakened the

intended reciprocal nature of peer scaffolding.

As one student participant shared, “My experience in group activities, especially when I am chosen as a leader,

is that it is not easy. Some of my classmates don’t cooperate.” This statement reflects the frustration that arises

when collaborative tasks are not equally shared, leading to increased pressure on active members. Similarly, a

teacher participant observed, “Some students tend to dominate while others stay passive, leading to an imbalance

in participation.” This highlights how dominant behaviors from a few individuals can suppress others’

involvement and hinder equitable peer interaction.

Another teacher participant added, “The challenges are unequal participation, misunderstandings, dominance by

certain members, and difficulty expressing ideas. These issues can lead to frustration, reduced engagement, and

hindered learning if not addressed.” This observation emphasizes how inequity in participation not only affects

task completion but also the quality of learning and interpersonal relationships within the group.

These findings align with Johnson and Johnson’s (2009) Social Interdependence Theory, which identifies social

loafing as a recurring challenge in group learning, in which some members reduce their effort, relying on others

to carry the load. Such an imbalance undermines group cohesion and limits the effectiveness of cooperative

learning.

More recent studies support these observations. Zambrano, J., Kirschner, F., Sweller, J., & Kirschner, P. A.

(2019) found that group work effectiveness depends heavily on balanced task distribution and clearly defined

roles; when these are absent, learners experience frustration and disengagement. Similarly, Quinn, K. N., Kelley,

M. M., McGill, K. L., Smith, E. M., Whipps, Z., & Holmes, N. G. (2020) reported that inequitable participation

in peer-assisted learning environments negatively impacts both academic achievement and group morale, as

dominant members monopolize decision-making while passive members withdraw from meaningful

contribution.

Overall, these findings underscore that successful peer scaffolding requires intentional role structuring, mutual

accountability, and equitable engagement. Without these elements, peer scaffolding risks becoming one-sided,

reducing opportunities for collaborative growth and shared understanding.

Emotional Barriers

Emotional barriers emerged as significant challenges affecting the effectiveness of peer scaffolding. Among

these, fear of judgment was particularly prominent. Several students hesitated to ask questions, share ideas, or

admit misunderstandings because they feared how their peers might perceive them. These emotional barriers

often resulted in reduced participation, limited communication, and missed opportunities for collaborative

learning.

One participant shared, “When my classmates help me, I feel happy and motivated. But sometimes, I feel shy if

I don’t understand something easy because I’m afraid they might judge me.” This statement illustrates the

internal conflict between wanting to learn and the anxiety of being perceived as less capable. Similarly, another

participant remarked, “Yes, it motivates me. But sometimes, I also feel that I am not a good leader and, being a

negative thinker, I fear that they might backstab me as their leader.” This reflects how fear of peer evaluation

can extend beyond academics, affecting students’ confidence and sense of belonging within the group.

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Additionally, a participant noted, “Sometimes, I feel shy or embarrassed if I don’t understand something right

away.” This highlights students' tendency to conceal confusion to avoid embarrassment, which hinders open

dialogue and knowledge sharing—key components of successful peer scaffolding.

These findings align with Saunders, W. M. (1989), who suggested that learners often withhold participation in

collaborative tasks due to anxiety over peer judgment. Such fear can lead to communication avoidance and

reduced engagement, ultimately weakening the benefits of cooperative learning.

Recent research further supports this observation. Wang and Eccles (2023) found that fear of peer judgment in

group settings diminishes students’ willingness to engage in exploratory talk and risk-taking, both essential for

deep learning. Similarly, Gonda, D., Tirpáková, A., Pavlovičová, G., & Ďuriš, V. (2024) emphasized that

emotional safety is a prerequisite for effective collaboration, as students who feel psychologically safe are more

likely to express their ideas freely and seek clarification. Moreover, Van Ryzin, M. J., & Roseth, C. J. (2019)

highlighted that fostering empathy and trust among group members can significantly mitigate fear of judgment,

thereby enhancing participation and mutual support in peer learning environments.

Collectively, these findings underscore the importance of cultivating a psychologically safe and empathetic

classroom climate. By addressing emotional barriers such as fear of judgment, educators can promote authentic

communication, encourage mutual respect, and enhance the overall effectiveness of peer scaffolding.

Communication Breakdown

Furthermore, communication breakdowns emerged as a significant challenge in peer scaffolding.

Misunderstandings, unclear explanations, and differing communication styles occasionally hindered group

collaboration and learning outcomes. These lapses disrupted the flow of discussion and affected students’

motivation and sense of belonging within the group. When communication faltered, ideas were misinterpreted,

tasks went unfinished, and the group’s overall cohesion weakened.

As Teacher Participant 1 observed, “Others may face conflicts due to differing opinions or work ethics. It

sometimes leads to misunderstandings or incomplete tasks, which affect the group’s overall performance. These

issues can also lower motivation and create frustration among group members.” Similarly, Teacher Participant

2 noted, “It can make students feel confused or left out, especially if they don’t understand the topic or feel

unheard. This can lead to frustration and wasted time as the group struggles to stay organized. When ideas clash

or someone doesn’t want to participate, it can hold everyone back. In the end, it makes it harder for them to work

well together and learn from each other.” These accounts highlight how communication challenges can lead to

emotional strain, reduced participation, and inefficiency within group work, ultimately impeding the

effectiveness of peer scaffolding.

This finding aligns with Mercer’s (2000) sociocultural perspective, which emphasizes that shared understanding

through dialogue is vital to the collaborative construction of knowledge. Recent studies further support this

Veniati, V., Setyaningsih, E., & Drajati, N. A. (2023) found that communication breakdowns often arise from

unclear articulation and unequal participation, both of which weaken group cohesion and learning outcomes.

Similarly, Chen, M. H., & Ye, S. X. (2022) observed that delays in feedback and misinterpretations in peer

interactions—particularly in online or hybrid contexts—can erode trust and cooperation. Moreover, Bozkurt,

Buse & Aydin, Selami. (2023) reported that communication anxiety and limited interpersonal skills can hinder

students’ ability to express themselves, reducing the overall effectiveness of collaborative learning

environments.

Taken together, these findings underscore that communication competence is a cornerstone of successful peer

scaffolding. Encouraging open dialogue, active listening, and empathy among learners can minimize

misunderstandings and create a more inclusive, supportive space for collective learning.

In conclusion, while peer scaffolding promotes engagement and shared learning, it is not without challenges.

Issues such as unequal task distribution, fear of peer judgment, and occasional communication breakdowns

reveal that collaborative learning requires balance, sensitivity, and guidance. These difficulties underscore the

need for teachers to create structured, supportive environments where students can navigate group dynamics

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effectively. Despite these barriers, the challenges themselves become valuable learning experiences, teaching

students empathy, accountability, and adaptability—skills essential for lifelong learning and teamwork.

CONCLUSION

This study concludes that peer scaffolding is an interactive and socially grounded process that significantly

enhances students’ learning experiences. Through discourse, learners co-constructed understanding, clarified

concepts, assigned roles strategically, and maintained engagement. These scaffolding behaviors fostered

motivation, improved communication and comprehension, and strengthened ownership of learning. However,

persistent challenges—such as unequal task distribution, emotional barriers, and communication breakdowns—

highlight the complexity of sustaining equitable collaboration.

The findings affirm that meaningful peer interaction develops not only cognitive competence but also

interpersonal and emotional maturity. When structured and supported by teachers, peer scaffolding transforms

group work into a venue for empathy, reflection, and shared responsibility. Ultimately, it underscores the critical

role of classroom dialogue as both a tool for learning and a medium for cultivating collaborative, confident, and

autonomous learners.

RECOMMENDATIONS

Based on the findings and conclusions, several recommendations are proposed to strengthen peer scaffolding in

collaborative learning environments. Teachers are encouraged to design structured group activities with clearly

defined roles and equitable task distribution to prevent workload imbalance. They should also model and

reinforce effective scaffolding techniques, such as questioning, clarification, elaboration, and feedback. Equally

important is creating a psychologically safe classroom climate that minimizes emotional barriers by promoting

empathy, encouragement, and respect. School administrators, on the other hand, are advised to support teachers

through professional development programs focused on discourse-based instruction and collaborative pedagogy.

Institutional policies may also be developed to recognize and assess both individual accountability and collective

group performance as integral parts of classroom evaluation.

Students are likewise encouraged to engage actively in peer interactions by offering explanations, asking

questions, and providing constructive feedback. Cultivating emotional openness, trust, and mutual respect can

help overcome communication gaps and foster stronger collaborative relationships. Lastly, future researchers

may extend the current study to different strands, grade levels, and learning modalities to validate and broaden

its findings. Further exploration of nonverbal and emotional expressions in peer discourse, as well as the impact

of online collaboration and long-term learning outcomes, is also recommended to deepen understanding of how

peer scaffolding shapes student development.

ACKNOWLEDGEMENT

The researcher sincerely expresses her deepest gratitude to all those who have extended their guidance, support,

and encouragement throughout the conduct of this study. Profound appreciation is given to Dr. Joanne Bermillo,

the researcher’s adviser, for her expert supervision, insightful feedback, and unwavering mentorship that greatly

contributed to the refinement and completion of this research.

Heartfelt thanks are also extended to Ma’am Melisa R. Sumbilon, Ma’am Andrelyn B. Nacario, and Ma’am

Lidelyn-Jane C. Bagamano for their invaluable assistance, encouragement, and moral support. Their guidance

and professional insights served as a source of motivation and inspiration in the realization of this study.

The researcher likewise conveys gratitude to the administration, teachers, and students of Kiburiao National

High School, particularly the HUMSS strand participants, for their cooperation and willingness to take part in

the research process. Appreciation is also extended to colleagues and friends who provided helpful suggestions

and shared experiences that enriched the study’s quality.

Finally, the researcher offers her deepest thanks to her family for their love, understanding, and steadfast support,

and to God Almighty for the strength, wisdom, and perseverance granted throughout this journey.

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