Proximal development zone of proximal development and academic performance of university students in an achievement test

Abstract

The aim is to test the explanatory power of the zone of proximal development (PDZ) in university students using achievement tasks (identifying words stressed on the last syllable with spelling and prosodic accents) in two experimental situations: A) framework in the test instruction (test B) and b) double framework (test instruction in test C and working with a trained partner). Results of experimental situation 1 (n=34) found no significant differences between test B and test A (pretest), in both types of accents. In the experimental situation 2 (n=30) a hypothesis was tested, which expected a higher level of performance at the group work level (test C), than at the individual level without framework (test A). It is concluded that instruction in the test and working with a more trained partner, as framework, is better than using the framework only in instruction.