This study aimed to examine social constructivism as a learning theory and its implications for teaching methods, student motivation, and the whole teaching/learning process. Social constructivism is a collaborative learning approach that emphasizes student involvement, discussion, and knowledge exchange. According to social constructionism, we never know universally true or untrue, good or bad, right or wrong. Each of us invents our universe based on our impressions of reality. Language, communication, and speech are social constructions in social constructionism and occupy a pivotal position in the interactive process we comprehend the world and ourselves. It is the teacher's responsibility to use learner-centered and collaborative teaching approaches. The underlying factor is that students collaborate in groups to share ideas, solve problems, or create something new to add to their existing knowledge. This learning theory stresses active interaction among learners, the teacher, and other components of the teaching-learning process rather than teacher monotony in the classroom. It also exhibits pupils to remember facts they uncover and construct themselves rather than those the teacher tells them.
The main concern of the current work was to analyze the academic self-concept (ASC) of students in English as a predictor of their performance. For this purpose, overall, 288 students representing both genders enrolled in grade 10 were the respondents of the study. A Likert scale method was administered to find students’ extent of academic self-concept to further correlate it with their obtained marks in English in the final exam of the 9th class. A demographic-based analysis was conducted under both descriptive and inferential statistics. Mean score, Standard Deviation, Pearson’s Product Moment Correlation Coefficient, Independent sample t-test, and ANOVA were the major data analysis techniques involved in the analysis carried over SPSS. After analysis, a positive and significant relationship was explored between these two variables. The gender-based difference in both variables was found to be insignificant. A reasonable extent of the self-concept of respondents was also evident. The study concludes that a conducive learning environment is provided to students in academic courses and subjects keeping in view their academic self-beliefs so that they may enable themselves to identify their potential, goals, and ambitions for that particular subject and ultimately excel in it. Undoubtedly, students’ healthy self-concept stimulates them for high-level performance.
Purpose of the study: The study's intended purpose was to examine the attitude of college teachers towards professionalism and investigate factors affecting teachers' professionalism at the college level.
Methodology: This research nature was descriptive; a simple random sampling technique was used to pick the sample for this research. On a five-point Lickert scale, researchers built a questionnaire and collected data from 340 respondents, including 99 males, 241 females. The researcher employed descriptive and inferential statistics such as mean, frequency, one-way ANOVA, and z-test for data analysis with the help of SPSS.
Main Findings: The study's essential results indicate that teachers develop practical lessons by organizing instructional activities and materials intelligently and explaining them in multiple ways and they utilize appropriate inquiry tools according to the nature of the subject and promote self-reflection among students and motivate them to solve their problems themselves.
Applications of this study: The study will be beneficial for the stakeholders in developing an understanding of professionalism. It will provide the prospective teachers with the guidelines regarding constituents of professionalism. The study will provide feedback about the current status of professionalism. The study will highlight missing elements in professionalism to be valued in the future professionalizing project.
Novelty/Originality of this study: This study contributes to helping teachers to understand the meaning of professionalism and factors associated with it and help them to understand their responsibilities in a better way and improve their teaching efficiency.
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