Abstract

This study investigates the influence of instructional scaffolding on the career choices of secondary school students in Bamenda III Municipality, Cameroon. It explores how specific scaffolding techniques—verifying understanding, clarifying understanding, and providing explanations—affect students’ decision-making processes regarding their future careers.

The research is grounded in Vygotsky’s sociocultural theory, which emphasizes the importance of social interaction in cognitive development, and Bandura’s social cognitive theory, which highlights the role of observational learning.

The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from students and teachers. Findings indicate that effective instructional scaffolding significantly enhances students’ comprehension of course material, thereby improving their ability to make informed career choices. Additionally, the research reveals that many students struggle with career decision-making due to insufficient support from educators.

The implications of this study are profound for educators, policymakers, and curriculum developers, emphasizing the need for training teachers in scaffolding techniques to better guide students.

Recommendations include integrating scaffolding practices into teacher training programs and fostering collaboration between educators and students to create a supportive learning environment. Ultimately, this research contributes to the broader discourse on educational strategies that prepare students for successful careers, highlighting the critical role of instructional support in shaping future workforce participants.

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