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Effect of constructivist-based teaching strategy on academic performance of students in integrated science at the junior secondary school level
Abstract and Figures
Integrated science plays vital role in Nigerian science education programme because it prepares pupils
at the Junior Secondary School level for the study of core science subjects at the Senior Secondary
School level which in turn brings about students’ interest in science oriented courses at the tertiary
institutions. Despite government’s efforts to encourage science teaching and learning among Nigerian
students right from the Junior Secondary School level, the enrolment of students in core science
subjects and science oriented courses at the Senior Secondary School level and tertiary institutions
level respectively, is not encouraging. This is as a result of Junior Secondary School students’ negative
attitude towards integrated science. Research reports indicate that this negative attitude was caused,
majorly, by teachers’ conventional (lecture) method of teaching integrated science. Research reports on
the effectiveness of constructivist-based teaching strategy revealed that the strategy enhanced
students’ academic performance. In view of this, this study examines the effectiveness of
constructivist-based teaching strategy on academic performance in integrated science by Junior
Secondary School students in South-West Nigeria. Quasi-experimental research design was used to
achieve the purpose of this study. Participants were 120 Junior Secondary School Students randomly
selected from four out of the 25 co-educational Junior Secondary Schools in Ijebu-ode local
government area of ogun state, South-west Nigeria. Findings revealed that the constructivist instructed
students had higher scores on the post test and the delayed post test, compared to those exposed to
conventional (lecture) method of teaching. We concluded that if integrated science teachers could
incorporate constructivist-based teaching strategy into their teaching methods, there would be an
improvement in academic performance of Junior Secondary School Students in integrated science. The
researchers recommended that integrated science teachers should incorporate constructivist-based
teaching strategy in their methods of teaching.
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... The learning of Biology, as well as other sciences, is becoming more essential not only for the well-being of the individual but also for the entire society [7]. The knowledge of Biology contributes to scientific literacy so that people can understand the world around them and enable them to make informed choices about their health care, their environment and the society in which they live [8]. ...
... Learners need to be made to construct their own knowledge and ideas in learning because they are the architects of their own learning and constructors of their own ideas and knowledge through active and interactive engagement. The continued use of teacher-centered or dominated strategies would yield nothing but learning by rote thereby making it practically difficult for them to recall pieces of information from memory [8]. Different instructional strategies have relatively different effects on students' academic performance and attitude. ...
... This type of instruction was borne out of a deeper psychological knowledge of individual differences [6]. [8] identified the gains from individualized learning to include; learner can progress at the pace best suited to him, allows the bright child to accelerate ahead and the slow learner is prevented from being pursed too fast, helps the learner with special difficulties whether physical, psychological, emotional or cultural to develop initiative and independent spirit, gives the teachers a clear idea of each learner's progress. Also, on the performance of students, [2] conducted the study investigating factors contributing to poor performance of grade 12 learners in Biology in Lesotho. ...
The study determined the effects of group-interactive-engagement and individualized instruction on students’ performance in Biology in Ado Local Government Area of Ekiti State. It also examined their effects on students’ attitude towards Biology and on students’ retention of the content taught. These were with a view to providing information on the effects of both methods on students’ learning outcomes in Biology in the study area. The study adopted a non-equivalent pretest-posttest control group design. The study population consisted of senior secondary school II students in Ado Local Government Area of Ekiti State. The study sample comprised 89 Biology students in three intact classes from three randomly selected secondary schools. The students were randomly assigned to two experimental groups (Interactive-engagement and Individualized group) and one control group (Conventional). The experimental group A was taught using Group-Interactive-Engagement Instruction (GIEI), experimental group B was taught using Individualized Instruction (II) while the control group C was taught using Conventional Teaching Method (CTM). One research instrument namely Biology Achievement Test (BAT) was used for data collection. Data collected were analysed using Analysis of Covariance (ANCOVA) statistics. The results showed that Group-Interactive-Engagement Instruction (GIEI), Individualized Instruction (II) and the Conventional Teaching Method (CTM) had significant positive effects on students’ performance in Biology (F = 16.86, p < 0.05). The post hoc shows that those exposed to GIEI performed significantly better among the three groups. Also, the results show GIEI, II and CTM had significant positive effects on students’ retention of Biology content taught (F=12.82, p<0.05). The study concluded that group-interactive-engagement and individualised instruction significantly improved students’ performance in Biology in Ado Local Government Area of Ekiti State.
... This is vital component in science education. Several studies done that compares learners' academic performance between constructivist and conventional learning environments have shown better results in favor of constructivist learning environment (Adak, 2017;Chopra and Gupta, 2011;Marfilinda & Apfani 2020;Naade, Alamina & Okwelle, 2018;Oludipe & Oludipe, 2010;Shaheen & Kayani,2015;Sharma, 2018;Weltman & Whiteside, 2010). Marfilinda & Apfani,(2020) in their study, they found out that critical thinking skills of students were improved when realism was employed. ...
... The study showed that learners instructed using realism performed better than those taught using theoretical concepts on photomicrograph. A similar study conducted by Oludipe and Oludipe, (2010) showed that students who were taught using realism performed significantly higher on pre-test and delayed post-test than those taught using theory methods. Consequently, the group on realism showed a higher mean score than the control group on their post-test as compared to their pre-test scores. ...
The study focused on examining the effect of teaching secondary school biology using photomicrographs and real specimens to enhance students' academic performance in secondary schools in Kenya.it employed the constructivism theory which emphasizes that in a constructivist environment, learners are able to build their own understanding by use of their previous knowledge to create new ideas. A teacher in a realism classroom is just but a facilitator who guides the active learners towards making their own conclusion. Students' previous knowledge is prompted to ascertain what they know before a concept is taught. That would enable the teacher to correct any misconception that would arise and therefore concepts would be built on factual knowledge leading to learning of new concepts. The target population was 1490, where 298 form one Biology student and 18 teachers were used as the respondents. The Quasi-experimental design was used in the study where a pre-test Standardized Biology evaluation test (SBET) was administered to all the study participants. Then a treatment offered and later a post-test Standardized Biology evaluation test (SBET) to both groups corresponding to treatment given. The target population was 1490, where 298 form one Biology student and 18 teachers were used as the respondents. The population of interest were identified using stratified sampling and simple random sampling techniques. The Standardized Biology Evaluation Test SBET, a questionnaire for teachers TQ and for students SQ and checklist instruments were used as data collection instruments to generate data. For establishment of consistency of the questionnaire, Cronbach's Alpha coefficient that estimates the reliability of the instrument was used which gave Cronbach's coefficient alpha of 0.89 for students and 0.84 for teachers. The data analysis were carried out using descriptive statistics and inferential statistics (t-test) guided by SPSS and excel. The study found out that the students in the experimental group outperformed those in the control group. The study recommended that the Teachers Service Commission (TSC) should provide the use of real specimens teaching approach in secondary schools in order to improve performance in KCSE Biology Examinations.
... As a result, the discovery approach was suggested by several cognitive theories. Using this approach, a teacher guides a student in choosing and resolving an issue [9]. In addition to directing the pupils toward the relevant resources and data, the instructor poses thought-provoking questions. ...
The impact of these modern teaching modules on student achievement is assessed through a comprehensive evaluation of academic performance, including standardized test scores and overall grades. The use of various forms of modern technology in the classroom emphasizes the development of students' life skills and moral sensibilities. This is referred to as a modern teaching system. In Rajasthan, a modern educational system makes learning more engaging. The teaching profession in schools is currently being revalued in light of technology. Various advantages of modern technology are offered in terms of school learning. Currently, technology has improved education by making it more appropriate for students and teachers. Different types of learning activities through modern technology enhance the education system in Rajasthan. The research focuses on the design and implementation of innovative teaching modules tailored to the specific context of secondary education in Rajasthan. These modules incorporate multimedia elements, interactive learning strategies, and technology integration to engage students and enhance their understanding of various subjects. Additionally, the study explores the perceptions of both students and teachers regarding the effectiveness and usability of these modules. The findings aim to provide insights into the potential benefits of modern teaching methods in improving academic outcomes and fostering a positive learning environment in secondary schools in Rajasthan. The implications of the study could inform educational policies, curriculum development, and teaching practices to better align with the needs and expectations of students in the modern educational landscape.
... While there is ample research on teachers' beliefs in mathematics education in developed nations, there has been a lack of emphasis on this topic in developing countries (Adam, 2012). Consequently, there is a significant demand to explore the beliefs and classroom practices of teachers in developing countries (Adam, 2012;Bimbola & Daniel, 2010). Different researchers in mathematics education categorize the beliefs in different ways and these researchers provide different theories. ...
This study aimed to investigate the espoused beliefs held by secondary-level mathematics teachers about mathematics and its teaching and learning processes. The research employed a quantitative survey design, focusing on four districts (Chitwan, Makawanpur, Gorkha, and Parsa) as representatives of Nepal. The selection of 168 mathematics teachers from these districts utilized proportional allocation of stratified random sampling. A questionnaire, employing a Likert five-point scale, was designed to collect data on teachers' espoused beliefs. The results revealed a prevalent alignment of secondary-level mathematics teachers' espoused beliefs with the fallibilist philosophy of mathematics. Additionally, the findings indicated a strong inclination towards the use of the constructivist method in teaching mathematics. This research contributes valuable insights into the prevailing beliefs among mathematics teachers at the secondary level, providing a basis for understanding their perspectives on the nature of mathematics and preferred teaching methodologies.
... Ogbeba and Eje (2013) stated that teaching must be effective and meaningful to achieve its goal. The effectiveness of teaching building trades, mechanical trades, agricultural trade, painting and decoration trade, over the years has been hampered by a number of factors such as lack of tools, equipment, adequate manpower and under-funding (Bimbola & Daniel, 2010). Technical college in Bauchi metropolis, like many other local government areas in the state is faced with the increasing negative attitude of students in learning building construction trade. ...
This Study assessed students' attitudes towards the learning of building construction trade in government technical colleges in Bauchi state. Four research purposes/questions guided the study. The population of the study comprise of 135 respondents. The instrument used for data collection was a structured questionnaire, which was based on five points Likert rating scale. The instrument used was validated by three experts. Mean and standard deviation were used to analyze the data collected for the study. SPSS version 21 was used to analyze the collected data for the study. The findings of the study among others revealed that: Overcrowded classrooms, method adopted for the teaching of building construction trade, the scientific nature of the trade, as well as the sound from the machines in the workshops affects students' attitudes negatively towards the learning of building construction trade in the classrooms/workshop. The study further revealed that regular utilization of diagrams, workshop tools/equipment and materials, supervision of students practical at the workshop environment and sensitization of students on their personal safety when carrying out practical task are key strategies to improve students' attitudes towards the learning of building construction trade in technical colleges. Based on the findings of the study, it was recommended that government should build adequate classroom blocks for technical colleges. This will help to decongest the overcrowded classrooms for effective teaching and learning. Furthermore, Government should invest in the training and retraining of technical teachers through workshops, seminars, conferences and in-service training. Employ more professional teachers to synergize the existing ones.
... In a constructivist setting in mathematics and science are viewed as systems with models that describe how it was. Although this process is individualistic (based on individual perceptions and reflections), but learner needs other people to create intersubjectivity so that his/her experiential world becomes stronger (Bimbola and Daniel, 2010). Students' abilities in mathematics include: (1) Can interpret and recognize situations in various contexts that require nothing more than direct conclusions (2) Can download information from a single source and use any formula or theory to illustrate it (3) Can practice operations, formulas, procedures, or theories to solve problems involving positive integers and (4) Have the ability to interpret simple results (MoEYS, 2022). ...
The research showed (1) Necessity, (2) Challenges, and (3) Solutions in teaching mathematics. At the same time, teachers, learners, and stakeholders were encouraged to develop soft skills and hard skills that intervened positively to ensure the quality of education in line with regional and global educational trends to achieve the goal of education for all in the new millennium. However, surveys clearly show that limited digital technology and inadequate digital materials were at the root of the problems. Practical observations provided a fair number of results, and some points showed the relationship between the quality of teaching and learning in supportive strategies. The research questions were: (1) What are the requirements for teaching mathematics at the high school in the digital age? (2) What are the challenges of implementation of mathematics teaching at the high school in the digital age? (3) What are the solutions for teaching mathematics at the high school? The research methods through quantitative data were collected from principals, deputy principals, deputy directors, technical team leaders, mathematics teachers, and high school students through questionnaires in Khmer language to investigate the link between teaching management and mathematics learning where N (principals, teachers, students) = N (90,158,933). The results of the analysis on x¯ =2.96, x¯ =3.26, x¯ =3.32, and F(2, 36) = 8.534, p < 0.05 showed that the conceptual framework expressions for the three independent variables were quite different and teaching mathematics was challenging more than solutions and needs which were lower than finding solutions. In this sense, teaching materials and teaching talent were the main keys to improving the quality of education while the situation was not good; it was unsuccessful because the support or implementation of information and communication technology and technology was still limited and the use of teaching strategies showed positive and negative effects as arguments for further study on the application of teaching methods.
... In a constructivist setting in mathematics and science are viewed as systems with models that describe how it was. Although this process is individualistic (based on individual perceptions and reflections), but learner needs other people to create intersubjectivity so that his/her experiential world becomes stronger (Bimbola and Daniel, 2010). Students' abilities in mathematics include: (1) Can interpret and recognize situations in various contexts that require nothing more than direct conclusions (2) Can download information from a single source and use any formula or theory to illustrate it (3) Can practice operations, formulas, procedures, or theories to solve problems involving positive integers and (4) Have the ability to interpret simple results (MoEYS, 2022). ...
The research showed (1) Necessity, (2) Challenges, and (3) Solutions in teaching mathematics. At the same time, teachers, learners, and stakeholders were encouraged to develop soft skills and hard skills that intervened positively to ensure the quality of education in line with regional and global educational trends to achieve the goal of education for all in the new millennium. However, surveys clearly show that limited digital technology and inadequate digital materials were at the root of the problems. Practical observations provided a fair number of results and some points showed the relationship between the quality of teaching and learning in supportive strategies. The research questions were: (1) What are the requirements for teaching mathematics at the high school in the digital age? (2) What are the challenges of implementation of mathematics teaching at the high school in the digital age? (3) What are the solutions for teaching mathematics at the high school? The research methods through quantitative data were collected from principals, deputy principals, deputy directors, technical team leaders, mathematics teachers, and high school students through questionnaires in Khmer language to investigate the link between teaching management and mathematics learning where N (principals, teachers, students) = N (90,158,933). The results of the analysis on ( ) 1 2 3 x =2.96 , x =3.26 , x =3.32 and F(2 , 36) = 8.534, p < 0.05 showed that the conceptual framework expressions for the three independent variables were quite different and teaching mathematics was challenging more than solutions and needs which were lower than finding solutions. In this sense, teaching materials and teaching talent were the main keys to improving the quality of education while the situation was not good; it was unsuccessful because the support or implementation of information and communication technology and technology was still limited and the use of teaching strategies showed positive and negative effects as arguments for further study on the application of teaching methods.
... Daloğlu et al. [66] demonstrated the effectiveness of constructivist learning in knowledge retention. Bimbola and Daniel [67] reported improved academic performance and higher retention rates in the constructivist group compared to the conventional lecture group. ...
The social constructivist approach to teaching and learning has garnered significant interest among educators and researchers. However, further investigation into its implementation and effectiveness in the classroom is still needed. This study aims to investigate engineering students’ perceptions of social constructivist practices in their technology classes, using the constructivist learning environment survey (CLES) as its framework. A mixed-methods approach combining quantitative and qualitative methods was used, which included online surveys and semi-structured interviews. Analysis of data from 300 responses showed that constructivism was partially implemented in the classroom. Specifically, student negotiation emerged as the most frequently perceived dimension, while shared control was perceived as seldom occurring. Most items on the personal relevance scale were frequently perceived, highlighting the importance of integrating technology learning into students’ daily lives. Similarly, the uncertainty of technology was found to be a common experience for students. In contrast, the dimension of critical voice received mixed results, emphasizing the necessity of a learning environment that fosters student expression and meaningful discussions. These findings suggest the necessity for additional investigation and integration of social constructivist practices that emphasize the enhancement of student engagement, promotion of critical thinking, and redistribution of power within the classroom setting.
The present study aimed to investigate the research on permanence and efficacy of constructivist applications with the mixed-meta method. Mixed-meta method involves the investigation of research based on two dimensions to collect comprehensive quantitative (meta-analysis) and qualitative (meta-thematic analysis) data with a literature review. Quantitative studies were scanned based on certain criteria in certain databases and analyzed with the CMA 2.0 software. Moderator analyzes that included the course field, instruction level, application duration, and sample size variables in the studies that investigated the impact of constructivist approach on permanence were also conducted. The analyses revealed that the effect size of the studies and the relevant moderators on permanence was high. Qualitative studies were analyzed with the Maxqda 22 software in meta-thematic analysis. The findings revealed that constructivist approach themes included “contribution to personal development”, “technological contribution of the approach to learning”, “problems experienced during the applications” and “solution suggestions”. Thus, the qualitative findings demonstrated that the constructivist approach had a positive effect on permanence. The findings also demonstrated that the constructivist approach generally had a positive effect on various instructional levels, course fields, application durations and samples, and a good impact on permanence.
Constructivist theory has been one of the latest catchwords in higher education circles in recent years. It not only emphasises active and collaborative learning, but also requires students and teachers to discover and construct knowledge together. This paper analyses the characteristics of environmental science and the teaching methods of Beijing Normal University, and discusses how to use constructivist teaching models in environmental science teaching. This paper will show: that during teaching and learning in environmental science, both the concept map and mind map are useful tools to promote active learning and the students' abilities to integrate knowledge; and that problem-based learning (PBL) and the use of case studies can effectively motivate students' learning curiosity and develop creative abilities. It is argued that constructivist teaching models and perspectives can improve environmental education reform in Chinese universities.
Findings of cognitive research about teaching and learning can be applied in instruction in a number of ways: focus on core concepts, use advance organizers, teach learning strategies, allow time for practice, use interactive lecturing, be aware of learning styles, and practice such strategies as problem-based learning and case method. (SK)
Discusses constructivism as philosophy, as learning theory, and applied to the science classroom. Discusses six major recommendations and strategies for science teaching that involve trying to help students change their beliefs to be more in line with those held by the scientific community. Notes activities science teachers can use to make their classrooms more supportive of constructivism. (SR)
The effects of a constructivist approach on academic achievement, self-concept and learning strategies, and student preference
were investigated. The 76 six graders were divided into two groups. The experimental group was taught using the constructivist
approach while the control group was taught using the traditional approach. A total of 40 hours over nine weeks was used to
implement the experiment. The instruments used were as follows; mathematics tests administered by the teacher, self-concept
inventory, learning strategies inventory, and a classroom environment survey. The results are 1) constructivist teaching is
more effective than traditional teaching in terms of academic achievement; 2) constructivist teaching is not effective in
relation to self-concept and learning strategy, but had some effect upon motivation, anxiety towards learning and self-monitoring;
3) a constructivist environment was preferred to a traditional classroom.
The purpose of this quasi-experimental study was (a) to determine if there was a difference in knowledge achievement by Thailand's vocational students instructed using constructivist instruction (with open-end dialogue, problem-based learning, and cooperative learning) and using traditional
instruction (with lectures, directed demonstrations, and scripted experiments); and (b) to identify whether Thai vocational students preferred instruction modeled upon constructivist philosophy rather than traditional instructional philosophy.The target population consisted of students
participating in electronics courses. The sample was students who attended the Electronics Measurement and Instrument course at two selected technical colleges in central Thailand. Two intact classes at each college received both treatments (counterbalanced design). There were 108 students
used as the sample in the study.An effect size and an ANCOVA were used to test the first research question. There was no statistical difference between the achievement scores of the students receiving constructivist instruction and those receiving traditionally instructed students. However,
the constructivist-instructed students had higher scores on the posttest and the delayed posttest, compared to those of the traditionally instructed students.The samples mean scores, standard deviation, percentages, and opinions on surveys were used to compare results for the second research
question. The findings showed that there was a significant difference in student preferences. Students preferred constructivist instruction.
Typescript. Thesis (Ph. D.)--University of New Orleans, 1998. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Curriculum and Instruction." Vita. Includes bibliographical references (leaves 208-231).
Towards a reductction in the contents of our primary and secondary science curricular Teacher-Centered Instruction versus Student-Centered Instruction
- Akpan
Akpan BB (1996). Towards a reductction in the contents of our primary and secondary science curricular. J. Sci. Teachers Assoc. Niger. 31 (1&2): 1-5 Brad H (2000). Teacher-Centered Instruction versus Student-Centered Instruction. Am. Sch. Board J. pp. 1-5
Towards a reductction in the contents of our primary and secondary science curricular
- B B Akpan
Akpan BB (1996). Towards a reductction in the contents of our primary
and secondary science curricular. J. Sci. Teachers Assoc. Niger. 31
(1&2): 1-5