The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies |
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| Authors: | Jong Suk Kim |
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| Institution: | (1) Department of Education, Chungnam National University, Korea;(2) Unam Apartment 504-1802 Jijokdong Yuseong, 305-770 Daejeon, South Korea |
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| Abstract: | 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. |
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| Keywords: | Constructivist teaching Academic achievement Self-concept Learning strategies Teaching preference |
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