ERIC Number: EJ728823
Record Type: Journal
Publication Date: 2005
Reference Count: 15
The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Self-Concept, and Learning Strategies
Kim, Jong Suk
Asia Pacific Education Review, v6 n1 p7-19 2005
The effects of a constructivist approach on academic achievement, self-concept and learning strategies, and student preference were investigated. The 76 six graders were divided into two groups. The experimental group was taught using the constructivist approach while the control group was taught using the traditional approach. A total of 40 hours over nine weeks was used to implement the experiment. The instruments used were as follows; mathematics tests administered by the teacher, self-concept inventory, learning strategies inventory, and a classroom environment survey. The results are 1) constructivist teaching is more effective than traditional teaching in terms of academic achievement; 2) constructivist teaching is not effective in relation to self-concept and learning strategy, but had some effect upon motivation, anxiety towards learning and self-monitoring; 3) a constructivist environment was preferred to a traditional classroom.
Descriptors: Constructivism (Learning), Teaching Methods, Academic Achievement, Self Concept, Learning Strategies, Classroom Environment, Student Attitudes, Experimental Groups, Control Groups, Grade 6, Elementary School Mathematics
Education Research Institute, Seoul National University, Department of Education, Seoul National University, 599 Kwanak-Ro, Kwanak-Gu, Seoul 151-748 South Korea. Tel: 82-2-880-5896; Fax: 82-2-889-6508; e-mail: email@example.com.
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Authoring Institution: N/A