Effectiveness of Constructivist Approach on Theorem Proving

Abstract

The present study “Effectiveness of constructivist approach on theorem proving” was an experimental research. Especially, following research questions the investigator started this study i) Does the constructivist approach proving theorem of geometric is more effective than the traditional approach? ii) Does constructivist approach able to encourage the habit of self-learning and self- correcting? A pre-test equivalent group design was adopted for the purpose of the study. The population of this study was the grade students of Kathmandu District in the academic year 2071. Researcher selects two schools i.e. Suvakamana Secondary Boarding School, Taudha, Kathmandu and Kathmandu Bern Heart H.S School, Bhalku Chowk, Kathmandu. Grade IX all the student of Suvakamana School and grade IX all student of the Bern Hardt Schools are the sample of this study. One school of above school was experimental group and another school was control group. Determination of experimental and control group was carried out by tossing a coin. In this study, Suvakamana School is experimental group and Bern Hardt School is control group. Thus, researcher was use constructivist approach in Suvakamana Shool and tradition approach use in Bern Hardt School. The instrument adopted in this research was an achievement test in topic of geometric theorem proves. The items for achievement test were developed by the researcher himself. Experimental and control groups of students were made homogeneous as nearly as possible. Experimental and control group were taught the same topic of geometry (Triangle, parallelogram) by using constructivist approach and tradition approach respectively. For the collection of data, the researcher developed ten objective type questions and eight subject type questions. Researcher was also noted daily students behavior and developed the observation note for the purpose of looking student’s behavior change. At the end of instruction period, both groups were post-test with the same set of test items in each school. The result of the pre-test and post-test of both groups were analyzed using statistical devices such as mean, S.D, Variance and t-test. Then qualitative data were analyzed by using following steps Data, Coding, Memo-writing, Theoretical sample and interpretation. Finally, researcher concluded that the achievement of students taught by constructivist approach of teaching improved significantly batter then the achievement of taught by tradition approach, Moreover, constructivist approach was able to encourage the habit of self-learning and self-correcting.