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

Kim, Jong‐Suk

doi:10.1007/bf03024963

Cited by 182 publications

(157 citation statements)

References 2 publications

Supporting

Mentioning

133

Contrasting

Unclassified

Order By: Relevance

“…The better performance of students taught with the collaborative approach may be attributed to the collaborative efforts of students learning together in groups. The result justifies the observation of Guthrie et al (2004), Kim (2005), Kalendar (2007) and Chui (2008) that students engaged in collaborative learning capitalize on one another's resources and skills and so, improve on their learning. This view is supported by Baribor (2003), Dayal (2007) and Adaramola and Onwioduokit (2010) that modern science teaching is focused on changing from teacher-centered approach to student centered approach which encourages students to take more interest in learning and that activity oriented methods avail students opportunity of peer tutoring.…”

Section: Discussionsupporting

confidence: 87%

Effects of Gender and Collaborative Learning Approach on Students’ Conceptual understanding of Electromagnetic Induction

Adolphus¹,

Omeodu²

2016

JCT

View full text Add to dashboard Cite

The study investigates the effect of gender and collaborative learning approach on students' conceptual understanding of electromagnetic induction in Secondary Schools in Nigeria. Three research questions and 2 hypotheses were formulated to guide the research. The research design adopted for this study is the quasi-experimental design. In particular, the design is the non-randomized, pretest-posttest, control group design. The population of the study is made up of the 323 Senior Secondary III physics students in all 6 public co-educational Senior Secondary schools in Port Harcourt local Government area. A sample of 90 students, comprising of 60 male and 30 females were selected for the study. The research instrument developed and used for this study is the Test on Electromagnetic Induction (TOEI). The instrument is composed of 50 questions covering the content area and testing the various levels of understanding. Simple means, standard deviation and variance were used to answer research questions while inferential statistics such as t-test, Analysis of variance (ANOVA) and 2x2 factorial analysis of variance were utilized for the testing of the hypotheses. The results show that gender does not significantly affect the understanding of students in electromagnetic induction when taught with collaborative teaching approach. The study also showed that gender and teaching approaches do not jointly affect students' conceptual understanding of electromagnetic induction at the secondary school level.

show abstract

Section: Discussionsupporting

confidence: 87%

Effects of Gender and Collaborative Learning Approach on Students’ Conceptual understanding of Electromagnetic Induction

Adolphus¹,

Omeodu²

2016

JCT

View full text Add to dashboard Cite

show abstract

“…Hence, it is expected that test anxiety of students in classrooms where teachers adopt constructivist teaching-learning conception stay in low level, whereas test anxiety of students in classrooms where teachers adopt a traditional instructional approach is expected to be higher. In this regard, our findings are consistent with related results in current research literature (e.g., Alsup, 2004;Baş, 2015b;Kelley, 1999;Kim, 2005).…”

Section: Discussionsupporting

confidence: 93%

Full Issue October 2016

Editors

2016

IJEP

View full text Add to dashboard Cite

Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. However, findings were moderated by gender in complex ways. This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country. Keywords: Higher education, expectations, academic achievement, immigration IJEP -International Journal of Educational Psychology, Vol. 5 No. 3 October 2016 pp. 223-248 Rendimiento y Expectativas de Estudiantes Inmigrantes, de Segunda Generación y Negros no Inmigrantes en la Educación Superior en Estados Unidos Cynthia Hudley University of California, Santa Barbara ResumenLa investigación sobre rendimiento académico comparando a estudiantes inmigrantes Negros, de segunda generación y estudiantes no inmigrantes como grupos distintos es sorprendentemente escasa en la literatura sobre educación superior. Este estudio examinó estudiantes de grado inmigrantes Negros y de segunda generación de África y del Caribe con estudiantes de grado Negros Americanos, utilizando las lentes comparativas de la teoría de la asimilación segmentada y la teoría ecológica cultural. Los resultados sobre el rendimiento académico favorecieron a los estudiantes de segunda generación, siendo esto consistente con la teoría eclógica cultural, mientras que los resultados sobre expectativas fueron más consistentes con la teoría de la asimilación segmentada. Sin embargo, los resultados fueron moderados por el género en formas complejas. Esta investigación indica la necesidad de teorías más comprensivas sobre el rendimiento y la motivación de estudiantes inmigrantes que incorporen el contexto que envuelve tanto la emigración del país de origen como la inmigración al país de acogida. Palabras clave: Educación superior, expectativas, rendimiento académico, inmigración 5(3) 225 he literature on academic achievement has not always attended to differences in ethnicity and immigration history among Black youth in U.S. schools. Rather, Black students are too often depicted as a monolithic group, and immigration history is ignored. Further, although a great deal of research has been devoted to the academic trajectories of immigrant and second generation adolescents, relatively little of this body of work has addressed students from Africa and the Caribbean; the largest share of this research has been devoted ...

show abstract

“…Thus, in the literature on this topic was observed that students in classrooms where teachers adopted constructivist teaching-learning conceptions had lower levels of test anxiety. However, students in classrooms where teachers adopted traditional teaching-learning conception students showed higher level of test anxiety (e.g., Alsup, 2004;Kelley, 1999;Kim, 2005). So, our finding in this regard can be explained by considering teaching-learning conceptions adopted by teachers in the classroom.…”

Section: Discussionmentioning

confidence: 60%

Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

Baş¹

2016

IJEP

View full text Add to dashboard Cite

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly.

show abstract

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

Cited by 182 publications

References 2 publications

Effects of Gender and Collaborative Learning Approach on Students’ Conceptual understanding of Electromagnetic Induction

Effects of Gender and Collaborative Learning Approach on Students’ Conceptual understanding of Electromagnetic Induction

Full Issue October 2016

Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

Contact Info

Product

Resources

About