Adoption of the Constructivist Learning Approach in Secondary Schools in Kenya: Focus on Learner Achievement in Biology by Class Category

Abstract

Learner achievement is influenced by the instructional methods adopted during the learning process. Different class categories and individual levels present varied learning contexts determining the application of a mixture of appropriate instructional methods, which can enhance knowledge retention and application. Available studies in Kenya have focused on the general achievement of students. This study examined the linkage between instructional methods and learning achievement in different class categories. The study design was quasi-experimental non-equivalent groups with a pre-test and a post-test. Primary data were obtained from four boys', four girls', and four mixed schools with a total of 477 students. Data were analyzed descriptively using mean and standard deviation values while t-tests and analysis of variance (ANOVA) tests were used to test for significance in difference between group means at α = 0.05 level. The study found out that learner achievement in the control This implies that learner achievement in girls' classes improves when the constructivist instructional approach is used. All the learners instructed through the constructivist approach registered marked improvement in achievement.We recommend that biology teachers, especially those in girls' secondary schools, should consider using the constructivist instructional methods for enhanced learner achievement. Further, investigations into constructivist learning using some other assessment strategies other than the 5Es (i.e., engagement, exploration, explanation, elaboration, and evaluation) instructional model as well as effects of constructivist instructional approaches in different study locations should be explored in other studies. Finally, we recommend that the Ministry of Education, Science and Technology in Kenya through the Kenya Institute of Curriculum Development (KICD) come up with policies to guide the application of appropriate learning approaches for different classroom categories as applicable.

Impact of 5Es teaching strategy on chemistry students’ academic achievement in electrochemical cell reactions in Calabar, Nigeria

“…The researcher reported that gender influenced the academic achievement of students. In the same vein, Mwanda, Odundo, Midigo, and Mwanda (2016) indicated that female's class performance was enhanced more than the males when the constructivist instructional strategy was employed. However, be it as it may all students had improved academic performance only that the females' performance was overwhelming.…”