Constructivist Learning Theory In Relation To Data On Student Achievement

Constructivist Learning Theory In Relation To Data On Student Achievement

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1.1 Background to the Study

Human mental functions and academic accomplishment have their origins in social relationship and through interactive effort to learn and solve problems. Constructivist strategies have been used for many years. Constructivist learning theory states that all learning or knowledge is constructed from previous knowledge and that constructivist learning method are based on constructivist teaching theory.

Dewey and Piaget (2009) came up with the research that for learning to be effective then constructivist teaching must be used. Both Dewey and Piaget (2009) were influential in the development of informal education Dewey’s idea of influential education, suggest that education must engage the enlarge experience and exploration of thinking and reflection associated with the roles of educators. Piaget’s role in the constructivist teaching and learning suggested that we learn effectively by expanding our knowledge by experiences which are generated through play from infancy to adulthood which are very necessary for learning. Their theories are now encompassed in the border movement of progressive learning.

Constructivist Learning Theory In Relation To Data On Student Achievement

Constructivist learning theory states that all knowledge is constructed from a base of prior knowledge. Children are not blank slates and knowledge cannot be impacted without the child making sense of it according to his/her current conceptions. Therefore, children learn best when they are allowed to construct a personal understanding based on the experienced things and reflecting on those experiences.

One of the primary goal of constructivist learning is that the student learns how to learn by initiating their own learning experiences. According to Gray (2011), there are so many characteristics of constructivist classroom E.g the learners are actively involved; the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous.


Furthermore, in the constructivist classrooms, students work primarily in groups and learning and knowledge are interactive and dynamic. There are a great focus and emphasis on social communication skills, as well as collaboration and exchange of ideas. This is contrary, to the traditional classroom in which students work primarily alone and learning is achieved through repetition and is guided by textbooks, hence in the constructivist learning classroom. (Stavin (2009) asserted that the students are able to learn more of what is taught and retain it longer than when the same content is presented.

In other instructional formats; constructivist learning has been found to improve student’s performance (Hagen, 2009, Paulison 2009)increase students motivation (Piano, 2009) students’ social skills and exchange of ideas as well as uses of all the five senses are attributes of a constructivist classroom centered and a total departure from the teacher-centered conventional method.

Therefore it is very important to allow students to reflect on their own ideas, prepare an environment giving them a chance to discuss their learning with other students and their teachers (Sogom and Milar 2013) Teachers, must do more than just the certain body of factors; They must direct students to have the ability to become increasingly self-independence, self-directed and dependent less on the teacher.

Conclusively, the main focus of these strategies is that by participating in a constructivist style of learning students are able to learn concepts and processes as well as interact with materials while working under the supervision of the classroom teacher who serves as the facilitators.

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