Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science

Onanuga, Peter Abayomi; Ifamuyiwa, Adebola; Alebiosu, Kehinde

doi:10.24331/ijere.943443

Cited by 3 publications

(4 citation statements)

References 13 publications

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“…One of the phases is constructivism which directs students to construct new knowledge from the topic given by the teacher. Constructivism learning theory defines that all knowledge is built on the basis of previous knowledge (Onanuga, Ifamuyiwa & Alebiosu, 2021). Students are not something empty and knowledge cannot be given without being made by students according to the concept (Lombardi, 2011).…”

Section: Resultsmentioning

confidence: 99%

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The Effect of Constructivism Learning on Student Learning Outcomes: A Meta Analysis Study

Tanjung,

Irfandi,

Sudarma

et al. 2023

ISER

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Constructivism in learning is a philosophy that holds where the process of forming knowledge in individuals is the result of mental activity supported by the process of learning experience. Many studies have been conducted on the effect of constructivism theory on learning outcomes, but few have quantifies the effect so that it can be analyzed qualitatively. Therefore, the purpose of this research was to quantify the effect size of the relationship between constructivism theory and student learning outcomes using meta-analytic research and data analysis techniques with openMEE software. Data was collected from Scopus and Google Scholar for 17 articles published in 2019 till 2022. Based on the analysis, In terms of the effectiveness of constructivism learning theory, an estimated data of 1.548 is obtained which indicates that constructivist theory has great effectiveness in improving student learning outcomes. In addition, the effect size measurement at the primary and secondary levels of education indicates that the student is in high category. This explains why constructivism learning is very well implemented because children at this level are already able to be encouraged to construct their own knowledge which influences their learning outcomes.

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Section: Resultsmentioning

confidence: 99%

“…The acquisition of an average effect size with a low category was found in studies in Nigeria. One study uses the learning concept by doing which is not specific in directing students to build their knowledge so that it has a low effect on student learning outcomes (Onanuga, Ifamuyiwa & Alebiosu, 2021).…”

Section: Resultsmentioning

confidence: 99%

The Effect of Constructivism Learning on Student Learning Outcomes: A Meta Analysis Study

Tanjung,

Irfandi,

Sudarma

et al. 2023

ISER

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show abstract

“…The Psycho-productive Skills Performance Test (PSPT) was used in previous research to test the productive-skills performance in PBL and learning by making a teaching approach. Results showed that the collaborative nature of instructional and learning strategies remarkably impacts learning outcomes and psychoproductive skills of students, supporting social and communication skill development in agriculture science education (Onanuga et al, 2021).…”

Section: Significance Of Pbl In Productive Skill Developmentmentioning

confidence: 87%

“Enhancing English Language Students Productive Skills through Project-based Learning: A Mixed Method Research”

Aldobekhi,

Abahussain

2024

IJLTER

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Project-based learning (PBL) is an alternative teaching approach which addresses the need for student-centered learning fostering a global shift towards 21st century skills of collaboration and problem-solving. This research examined the effect of PBL on English language students' productive skills during their freshman year at Majmmaah University. The research used a mixed-method design, including pre- and post-tests, semi-structured interviews, and participant observations. The sample size was calculated using Sloven’s formula employing a simple random sampling technique. Twelve female freshmen undergraduate students aged 18-22 from Majmmah University's first-year were sampled for writing and speaking IELTS test, observation research and interviews. The researchers used t-test using SPSS 24.0. The significance level was found to be less than the threshold of 0.05, indicating that the students speaking and writing performance improved after getting introduced to the PBL strategies. Semi-structured interviews revealed that PBL significantly improved students' English proficiency, including linguistic proficiency, individual and social attitudes, autonomy, motivation, confidence, research skills, creativity, and collaborative learning skills. It was also noted that during 10 weeks, initially, participants showed reduced use of L2, with L1 being their primary mode of communication. Their writing assignments contained 45% mistakes, plagiarism, and copied words. After the third stage, participants showed progress in linguistic proficiency and learning skills. They became more engaged in class discussions, developed autonomy, and increased personal skills. Thus, the study recommends implementing PBL in the Universities of Saudi Arabia to enhance speaking and writing skills of English as a Foreign Language (EFL) students.

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“…In addition, at this stage, it is known that the availability of facilities and infrastructure in schools is quite adequate when using instructional media such as videos in the learning process. Students are less enthusiastic about online learning because the teacher only provides material without explanation (Onanuga et al, 2021;Utomo et al, 2019). The results obtained are used as a reference in this development research and used in designing media.…”

Section: Discussionmentioning

confidence: 99%

Enabling Students' Active Participation to Learn Human Digestive System with Learning Videos

Kusuma

Astawan

Parmiti

2021

j. ilm. sekol. Dasar

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Teachers' lack of use of learning media in online learning makes online learning seem monotonous so that students are not motivated to take part in learning. This study aims to produce a science learning video media prototype on the human digestive system in fifth-grade elementary school tested for validity. The development model used in this study is the ADDIE model. This study consisted of two media experts and two material experts, nine students, three individual test students, and six small group test students. The data collection method in this study was a questionnaire/questionnaire method to measure the validity of the learning video media. The data were analyzed descriptively by calculating the mean to find out the average score of the validity of the learning video media. This research resulted in a prototype of instructional video media that has been declared valid based on assessments made by design experts, materials experts, media experts, individual tests, and small group tests with an average of 3.25 < X < 4.00 with qualifications very good. Based on these results, the learning video media is declared suitable for science learning, especially on the human digestive system in fifth-grade elementary school.

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Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science

Cited by 3 publications

References 13 publications

The Effect of Constructivism Learning on Student Learning Outcomes: A Meta Analysis Study

The Effect of Constructivism Learning on Student Learning Outcomes: A Meta Analysis Study

“Enhancing English Language Students Productive Skills through Project-based Learning: A Mixed Method Research”

Enabling Students' Active Participation to Learn Human Digestive System with Learning Videos

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