Constructivism as pedagogical framework and poetry learning outcomes among Nigerian students: An experimental study

Abstract

For poetry as a stand-alone subject, there is very scant empirical evidence that exist which estimates the impact of constructivism on its learning and teaching in Africa. There are, however, a number of existing studies in this regard in the Western context. This paper, using an experimental approach, examines the impact of constructivism on poetry learning among junior high school students in southeast Nigeria. Repeated-measures Analysis of Variance (ANOVA) was employed to estimate the achievement level in poetry of a randomized selection of participants across control and treatment groups. Results show a significant effect for the constructivist method on achievement among students in the treatment group compared to the control group. They also show that the effect of the constructivist method on students' achievement is not determined by gender. The implications for research and practice are discussed according to these outcomes. The study concludes that while constructivism may stimulate increased students' learning outcome, more interaction time between students and teachers and related resource will be crucial in further driving the gains of constructivism in pedagogy.

Connecting Pedagogical Interactions in the Twenty-First Century Classrooms: The Role of the Learners’ Perspective in Knowledge Production in the Curriculum Transformation in South Africa

“…The reflections and learners' perspectives of reality are not considered as part of knowledge interaction in the teaching and learning. According to [37,39] constructivism, pedagogy and learner-centred teaching and learning provides learners with opportunities to engage critically with abstract reality by asking questions and developing hypotheses, to seek concrete examples that facilitate understanding of the facts. The second limitation was the teacher knowledge interaction, which pointed to the adherence of teachers to the textbook knowledge and lack of ability to relate abstract knowledge to reality.…”

“…This work also drew ideas from [22,35,39] about quality teaching and learning, as he asserted the importance of the three interactions. First is the learner-knowledge interaction, second, teacher-knowledge interaction and third, the teacher-learner interaction.…”

Exploring the Potential of Constructivist Pedagogical Approach in Strengthening Religious Moderation a Systematic Literature Review

“…Of the 48 articles included in the inclusion process, 29 were research related to constructivist pedagogical approaches. In these articles, constructivist approach is applied in various learning: elearning (Alismaiel et al, 2022;Katz & Halpern, 2015;Keengwe et al, 2014;Lam et al, 2021;Schrader, 2015), English research learning (Li, 2022), social research method (Howard & Brady, 2015), counselor education (Binkley & Minor, 2021;Saltis et al, 2019), poetry learning (Ugwuozor, 2020), science learning (Larison, 2022;Taşkın, 2014;Voon et al, 2020), environmental education (Kalamas Hedden et al, 2017), intentional learning (Conner, 2014), fun and colorful learning (Dziubinski, 2015), cultural education (Barnes & Marlatt, 2022;Lupu et al, 2014), international relation learning (Asal & Kratoville, 2013), learning environments (Alt, 2015;Alt & Itzkovich, 2019), Islamic education (Bechter et al, 2014), openness to diversity and challenge (Alt, 2017), academic performance (Almulla, 2023), and the rest discuss constructivist pedagogy conceptually (Jin et al, 2020;Koptseva, 2020;Mishra, 2023;Pande & Bharathi, 2020;Rob & Rob, 2018).…”

“…In this case, student interaction with teachers and peers is crucial in building cognition and promoting student academic improvement (Ugwuozor, 2020). This approach can allow students to explore and discover their knowledge.…”

Untitled

“…Teori konstruktivisme yang dikembangkan oleh Jean Piaget dan Lev Vygotsky menekankan bahwa pembelajaran adalah proses aktif di mana siswa membangun pengetahuan mereka sendiri berdasarkan pengalaman dan interaksi dengan lingkungan mereka (Ugwuozor & Hui, 2020) & (Dewi & Fauziati, 2021). Dalam konteks ini, Model Numbered Heads Together (NHT) dan penggunaan Media Canva merupakan penerapan prinsip-prinsip konstruktivisme yang mendorong kerja sama, interaksi sosial, dan penggunaan alat bantu visual untuk memperkuat pembelajaran .…”