Nature of classroom environment and achievement in integrated science: A test of efficacy of a constructivist instructional strategy

Abstract

Results of several studies on the relationship between science students' perceptions of their classroom environments and their cognitive and affective achievements indicate strong association between the perceptions and the achievements. While this underscores the need for more effective relations in the classrooms, the issue of the effectiveness of some contemporary instructional strategies for teaching science in different classroom environments has not been addressed. This study, therefore, sought to find out if the constructivist instructional strategy can enhance cognitive and affective achievements of students in non-conducive environments. A total of 100 (57 boys, 43 girls) junior secondary two (grade 8) students participated in this experiment. Two instruments-the Cognitive Achievement Test and the Affective Achievement Test-were used in pre and post-test administration to measure the treatment effect on cognitive and affective achievements, respectively. Findings do not support the stand that the constructivist instructional strategy is more effective than the traditional (expository) teaching strategy for improving cognitive achievement. But with respect to affective achievement, the evidence supports the use of the constructivist strategy for instruction in non-conducive classroom environment. Implications of the study are discussed and recommendations given.

Effects of conceptual change pedagogy on achievement by high ability integrated science students on energy concepts

“…The experimental group taught using this pedagogy did not show any superior performance in the cognitive dimension than their counter parts taught through expository method [F (1,97) =2.68, p>0.05], as reported in Table III. This is in accord with the findings of previous studies (Chang, 2000;Chang & Bell, 2002;Igwebuike & Oriaifo, 2009) but presents a stark contrast to findings in studies by Zietsman and Hewson (1986), Trumper (1990Trumper ( , 1991; Asim (1998); Bajah and Asim (2002);Ndioho (2007).…”

“…For instance, Ndioho's (2007) study indicated that conceptual change pedagogy was significantly more effective in teaching genetics to secondary school biology students than conventional lecture method. Studies by Chang (2000), Chang and Bell (2002), and Igwebuike and Oriaifo (2009), in the area of cognitive achievement, present some contradictions to the result of this study but support the present study in the area of affective achievement. Specifically, Chang (2000) and Chang and Bell (2002) found that this instructional strategy improved students' perceptions of interest, satisfaction, enjoyment and achievement, willingness to attend, listen to lesson and participate in discussion; and increased learning commitment out of class.…”

“…These studies have suggested that the use of this pedagogy has led to meaningful learning of science concepts by students. But some studies (Chang, 2000;Chang & Bell, 2002, Igwebuike & Oriaifo, 2009 provide lines of evidence which suggest that students in conceptual change classes were found to have similar academic achievement with their peers in the traditional classes. By implication, a consensus of conclusions, though not necessarily a desideratum has not been reached.…”

“…Conceptual change pedagogy has the potency to achieve this goal, as shown in this and similar studies. Another source of joy is the strong association between affective components and cognitive achievement (Sandal, Wold, & Bronis, 1999;Igwebuike, 2000;Igwebuike & Oriaifo, 2009). This established association lends more credence to the potency of the pedagogy.…”

Estrategias Pedagógicas en Procesos de Enseñanza y Aprendizaje en la Educación Superior incluyendo Tecnologías de la Información y las Comunicaciones

“…preguntas que se planteaban en ese entonces desde la pedagogía. En este mismo orden de ideas, surgió la llamada pedagogía conceptual, la cual se enfoca en la enseñanza para la adquisición de competencias para que los estudiantes logren empoderarse de forma positiva de sus procesos de aprendizaje (Igwebuike y Oriaifo, 2012). Con base en lo expuesto, la evolución de perspectivas teóricas sobre la pedagogía y las estrategias que se utilizan para su desarrollo, están siendo transformadas por la incorporación de la tecnología en los procesos de enseñanza (Ali et al, 2013).…”