The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies
- Jong Suk Kim
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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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- The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies
Asia Pacific Education Review
Volume 6, Issue 1 , pp 7-19
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Constructivist teaching
- Academic achievement
- Learning strategies
- Teaching preference
- Jong Suk Kim (1) (2)
- Author Affiliations
- 1. Department of Education, Chungnam National University, Korea
- 2. Unam Apartment 504-1802 Jijokdong Yuseong, 305-770, Daejeon, South Korea