Constructivist’s Learning Strategies and Students’ Academic Performance in Physics
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Human mental functions and academic accomplishment have their origins in social relationship and through interactive effort to learn and solve problems. Constructivist strategies have been used in many years. Constructivist learning theory states that all learning or knowledge is constructed from previous knowledge and that constructivist learning method are based on constructivist teaching theory.
Dewey and Piaget (2009) came up with the research that for learning to be effective then constructivist teaching must be used. Both Dewey and Piaget (2009) were influential in the development of informal education Dewey’s idea of influential education, suggest that education must engage the enlarge experience and exploration of thinking and reflection associated with the roles of educators. Piaget’s role in the constructivist teaching and learning suggested that we learn effectively by expanding our knowledge by experiences which are generated through play from infancy to adulthood which are very necessary for learning. Their theories are now encompassed in the boarder movement of progressive learning.
Constructivist’s Learning Strategies and Students’ Academic Performance in Physics
Constructivist learning theory states that all knowledge is constructed from a base of prior knowledge. Children are not blank slates and knowledge cannot be impacted without the child making sense of it according to his/her current conceptions. Therefore, children learn best when they are allowed to construct a personal understanding based on the experienced things and reflecting on those experiences.
One of the primary goal of constructivist learning is that the student learn how to learn by initiating their own learning experiences. According to Gray (2011) there are so many characteristics of constructivist classroom E.g the learners are actively involved; the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous. Furthermore, in the constructivist classrooms students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social communication skills, as well as collaboration and exchange of ideas. This is contrary, to the traditional classroom in which students work primarily alone and learning is achieved through repetition and are guide by textbooks, hence in the constructivist learning classroom. (Stavin (2009) asserted that the students are able to learn more of what is taught and retain it longer than when the same content is presented. In other instructional formats; constructivist learning has been found to improve student’s performance (Hagen, 2009, Paulison 2009)increase students motivation ( Piano, 2009) students’ social skills and exchange of ideas as well as uses of all the five senses are attributes of a constructivist classroom centered and a total departure from the teacher centered conventional method.
Therefore it is very important to allow students to reflect on their own ideas, prepare an environment giving them a chance to discuss their learning with other students and their teachers (Sogom and Milar 2013) Teachers, must do more than just the certain body of factors; They must direct students to have the ability to become increasingly self-independence, self-directed and dependent less on the teacher.
Conclusively, the main focus of these strategies is that by participating in constructivist style of learning students are able to learn concepts and processes as well as interact with materials while working under the supervision of the classroom teacher who serves as the facilitators.
1.2 Statement of the Problem
The study of science instills in students diligence perseverance and observation within the learners. Physics education enables the learners to acquire problem solving skills that provide ways of critical thinking and inquiry which help them to respond to widespread changes in health climate technologies development and advancement plus economic growth in the society where they live thereby improving the standard of living. The teaching and learning of physics which has over the decades yielded poor result has been attributed to the inefficient strategies adopted in the teaching of the subject which result into role learning parroting of unfamiliar ideas and regurgitation of factors. These instructional strategies have not been adequate in improving students’ achievement and retention.
Constructivist’s Learning Strategies and Students’ Academic Performance in Physics
Since other studies have reported positive impact in the utilization of constructivist learning strategy in other science subjects like Biology, it is therefore necessary to also determine the effects of constructivist learning strategy on students’ academic performance in physics in Urue-Offong Oruko Local government area at Akwa Ibom State.
1.3 Purpose Of The Study
The purpose of the study was to determine the impact of constructivist’s learning strategies on students’ academic performance in Urue-Offong Oruko local government area. Specifically the study sought to:
- Determine if there is any significant differences between the mean scores of students taught physics using the constructivist learning strategy and those taught using conventional method.
- Determine if there is any significant differences between the mean score of male and female students when taught physics using constructivist strategy.
1.4 Significance of the study
The study would be significant in that, it would unfold the rate at which constructivist learning strategies affects the academic performance of physics students in Urue-Offong Oruko local government area. As the nations places so much emphasis on education it is necessary to find out problems that hinder effective education in our society. The solution obtained from this work would be used in counseling programmes where necessary. It is hoped that this research would fill the gap left by previous researchers, in this area as well as reinforce those facts that were already established.
1.5 Research Questions
- What is the effect of the use of constructivist learning strategy on the academic performance of physics student
- What is the influence of gender on students academic performance when taught using constructivist learning strategy
1.6 Hypothesis
Based on the above research questions, the following hypotheses were deduced to guide the study;
- There is no significant difference between the mean score of students taught physics using constructivist strategy and those taught using conventional lecture method.
- There is no significant difference between the mean score of male and female students who are taught physics using constructivist strategies.
1.7 Scope of the Study
This research was specifically designed to examine the effect of constructivist learning strategy on academic performance of students in physics in Urue – Offony Oruko Local Government Area; it is delimited to the constructivist learning strategy in comparison with conventional or lecture method and only SS2 physics students in the 2016/2017 academic session was used for the study.
1.8 Limitation of the Study
Several challenges were encountered in undertaking this research work. The major problem of this research was the problem of accessibility to the area of the secondary school students in Uruk – Offony Oruko Local Government Area. Lack of funds to pronoun necessary materials for the study, another serious problem, which led to the inability of the researcher to have enough literature.
1.9 Definition of Terms
- Academic Performance: This refers to the students’ level of achievement in physics as a subject as it has to do with Assignment, test and examination scores.
- Constructivist Learning Strategy: This is a learning strategy which offers a learner the opportunity to construct meaning by building on background knowledge, experience and reflect on those experiences.
- Gender: This is the relation between, men and women or boys and girls both perceptual and material. Gender is not determined biologically, as a result of sexual characteristics of either women or men, but is constructed socially.