Asia Pacific Education Review

, Volume 6, Issue 1, pp 7–19

The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies

Articles And Reports

DOI: 10.1007/BF03024963

Cite this article as:
Kim, J.S. Asia Pacific Educ. Rev. (2005) 6: 7. doi:10.1007/BF03024963


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.

Key Words

Constructivist teachingAcademic achievementSelf-conceptLearning strategiesTeaching preference

Copyright information

© Education Research Institute 2005

Authors and Affiliations

  1. 1.Department of EducationChungnam National UniversityKorea
  2. 2.DaejeonSouth Korea