Consistency in Utilizing Constructivism Approach andits Impact among Grade 7 Learners

Abstract

INTRODUCTION

Science is one of the learning areas that most of the students find it hard to learn. It is a learning area in which two other areas are involved -Mathematics as the measuring tool, and, English as the medium of instruction. This mindset among learners seems to serve as a barrier to their interest in the subject. The conduct of this study will further explain how Constructivism Approach of teaching establish an easier way of learning Science concepts and skills.

METHODS

The study utilized descriptive survey research using quantitative and qualitative methods. The population sample involved 75 students from Grade 7 are randomly selected in each group. The instruments used was a researcher-made questionnaire in which it contains the impacts of learning activities provided by the Science teacher.

RESULTS

The highest mean score garnered in the study was 3.72 (Strongly Agree) and the lowest mean score is 3.36 (Agree). In general, it signifies that the learning activities provided has a positive impact on them and the teacher have utilized the teaching practice appropriately.

DISCUSSIONS

The results infer that the teacher should serve only as a facilitator of the lesson and learners should not be a direct receiver of concepts and skills needed. There must be a "hands-on, minds-on" during the learning process. This is why teachers must provide differentiated instruction in their practice of teaching.