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International Journal of Applied Research
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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF

Impact Factor: RJIF 5.2

International Journal of Applied Research

Vol. 3, Issue 3, Part G (2017)

A study on effect of constructivist pedagogy on the academic achievement of secondary school students in mathematics

Author(s)
Dr. Femila Pangat
Abstract
The present study was designed to examine the effect of constructivist approach on the academic achievement of secondary school students in mathematics. A pre-test, post-test Equivalent Group Design with randomized experimental and control groups was used. The sample of the present study consisted of 50 mathematics students.The selection of the school had been done through purposive sampling method. A simple random sampling method was used to divide the students in two groups. A Self-made achievement test of mathematics was administered to all the students. The test was conducted on two occasions as a pre-test and as a post-test. The data collected was analyzed and interpreted using the statistical techniques mean, standard deviation and t-test. It was found that the performance of mathematics students taught with constructivist approach was better than that of group taught by conventional approach. The calculated t-value of 11.26 was more than the table value at.01 level of significance. The study revealed two important results. Firstly, using constructivist learning approach significantly improves students’ achievement in mathematics as compared to using a traditional teaching method. Secondly, most of the students were showed remarkable improvement in their abilities of understanding and reflection. Therefore, they indicated that constructivist learning approach which help them to understand, integrate and clarify mathematical concept and also enhance their interest to participate in group in constructivist classroom.
Pages: 427-430  |  579 Views  9 Downloads
How to cite this article:
Dr. Femila Pangat. A study on effect of constructivist pedagogy on the academic achievement of secondary school students in mathematics. International Journal of Applied Research. 2017; 3(3): 427-430.
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