The Process of Academic Report Writing in Undergraduate Education Students: An Integration of Active Learning and Scaffolding Approaches

Abstract

This article aimed to study and identify an effective process of academic report writing for undergraduate education students with the evolving educational demands of the 21st century. The research integrated two fundamental pedagogical concepts: active learning and scaffolding. These concepts emphasized that learners think and engage in hands-on activities, fostering direct experiences through listening, speaking, reading, and writing skills. Additionally, they promoted interaction between instructors and students, as well as among students themselves. Instructors acted as facilitators, creating an environment conductive to self-directed learning while providing necessary guidance and support. This assistance was gradually reduced as students developed their competence until they were able to work independently.  The synthesis of findings revealed that the academic report writing process for undergraduate education students based on the integration active learning and scaffolding consisted of six steps that included: 1) stimulating interest, 2) designing diverse activities, 3) exchanging experience, 4) practicing, 5) presenting learning outcomes, and 6) collaborative evaluation.