Effectiveness of Constructivist Approach in Teaching Mathematics

Abstract

The present study entitled “Effectiveness of Constructivist Approach in Teaching Mathematics’’ was an experimental research. This was based on two research question as; i. Does constructivist method improve the Students achievement score in mathematics? ii. Does constructivist approach prove to be more powerful approach than traditional approach in Students achievement? A pre-test and post-test non equivalent group design was adopted for the purpose of the study. The population of this study was 8 th grade students of Bara District in the academic year 2076. Researcher selects two schools i.e. Shree Kankali Higher Secondary School, Simraungadh (Bara) and Shree Janta Secondary School, Kachorwa (Bara). Grade VIII all the student of Kankali School and Grade VIII all the student of Janta School are the sample of this study. One school of above school was experimental and control group was carried out by simple random sampling method (Lottery Method). In this study, Kankali School is experimental group and Janta School is control group. Thus, researcher was use constructivist approach in Kankali School and tradition approach use in Janta School. The instrument adopted in this research was an achievement test in topic of airthematic. 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 airthematic ( Profit and loss, Simple interest, Unitary method, Coordinate and Mensuration.) by using constructivist approach and tradition approach

respectively.

For the collection of data, the researcher developed ten objective type question and ten subjective type questions. Researcher was also noted daily students behaviour and developed the observation note for the purpose of looking student’s behaviour 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 Z –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 better than the achievement of taught by tradition approach, moreover, Constructivist approach was able to encourage the habit of self-learning and self-correcting.