Perception of Constructivist Learning Environment: Gender and School Type Differences in Siaya County, Kenya

Ongowo, Richard Owino; Indoshi, Francis Chisikwa; Ayere, Mildred Atieno

doi:10.9734/air/2015/13843

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…Gender describes the characteristics that a culture or a society desalinates as masculine or feminine [49]. These socially delineated expectations play a role in individual self-concept as well as aspirations and expectations in life [50]. It has been postulated that gender plays a role in learner achievement [51].…”

Section: Gender Differences In Learner Attitude Under Constructivist mentioning

confidence: 99%

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Mwanda¹

2017

IJSEDU

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Learning Biology helps learners to acquire requisite knowledge in understanding life processes for positive coexistence. In instances where learners appreciate the position of biology in life, they develop positive attitude and this is reflected in their performance. However, in Kenya, most students have continued to register poor performance in biology in national examinations and this has been attributed to negative attitude towards the sciences by most learners. To address this, changes in the educational curricula and teaching methods from the transmission curriculum to a transactional curriculum has been suggested. The changes imply adjustments in the instructional process to include learner centred activities. On the other hand, studies have shown that the attitude of learners towards changes influence the adoptability and workability of the introduced change. This study investigated attitude of learners towards the constructivist instructional approach. The study adopted a cross-sectional survey technique. Data was obtained from four boys', four girls', and four mixed secondary schools with a total of 477 students and were analysed using both descriptive and inferential statistics. The results indicated that learners have positive attitude towards the constructivist instructional approach. Boys obtained a scores of (M=58.30; SD=9.15, N=150) while girls had a score of (M=53.14; SD=8.24, N=146). Based on this finding, it is recommended that instructors adopt the constructivist approach in learning so as to boost the attitude of students towards learning biology. It would also be appropriate for further investigations to be conducted in other fields of science such as chemistry and Physics so as to find out if the constructivist approach would also boost the attitude of students in such subjects. Finally, policy makers in the field of education in Kenya (The Ministry of Education, Science and Technology through the Kenya Institute of Curriculum Development (KICD)) should come up with policies to ensure appropriate learning approaches which foster positive attitude towards learning.

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Section: Gender Differences In Learner Attitude Under Constructivist mentioning

confidence: 99%

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Mwanda¹

2017

IJSEDU

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“…In some studies [10,11,12] researchers determined that classroom teachers' self-efficacy related to implementing the constructivist approach was high. Ongowo, Indoshi, and Ayere [14] concluded that correlations between constructivist-learning environment variables and selfefficacy and active learning strategies are all positively statistically significant. Nie, Tan, Liau, Lau and Chua [13] found that there was a stronger correlation between teacher efficacy and student-centered constructivist instruction than the correlation between teacher efficacy and teacher-centered didactic instruction.…”

Section: Discussionmentioning

confidence: 99%

“…At this point, it was aimed to examine the relationship between pre-service teachers' preferences for constructivist-learning environment and sense of efficacy, which would be effective in creating such an environment. In addition, it is thought that the study may contribute to the literature in terms of the limited number of studies [10,11,12,13,14] in which the relationship between these two variables is examined and in the absence of studies conducted with chemistry preservice teachers in particular in the literature.…”

Section: Introductionmentioning

confidence: 99%

Examination of relationship between preservice chemistry teachers' preferences for creating constructivist-learning environment and sense of efficacy

Temel

2019

SHS Web Conf.

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The aim of this study was to determine the relationship between preservice chemistry teachers' preferences for creating constructivistlearning environment and sense of efficacy. The study was conducted with 50 preservice chemistry teachers. Correlational research design was conducted to determine the relationship between the variables. Constructivist Learning Environment Survey (CLES) and Teachers' Sense of Efficacy Scale (TSES) were used as data collection tools. While CLES includes 30 items under five subscales, TSES includes 12 items under three subscales. Pearson Product-Moment Correlation Analysis was used to analyze obtained data. The results of the study revealed that there was a significance correlation between preservice chemistry teachers' preferences for creating constructivist-learning environment and sense of efficacy for total scores (r=.36, n=50, p<.05).

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“…Dalam kajian ini, secara umumnya, tiada perbezaan yang signifikan antara persepsi pembelajaran CLES dan STEM mengikut jantina lelaki dan perempuan seperti dalam Peer dan Fraser (2015), dan Rajoo (2013), kecuali skala Suara Kritikal, di mana pelajar lelaki mempunyai persepsi yang lebih tinggi dan signifikan berbanding pelajar perempuan. Perbezaan ini sejajar dengan kajian Zeidan (2015) dan Ongowo et al (2015), menunjukkan pelajar lelaki mempunyai penerimaan dalam menyatakan pendapat kritikal yang lebih tinggi. Bagi pelajar lelaki, suasana sosial telah hadir dalam sesi pembelajaran, di mana pelajar lelaki lebih berani mempersoalkan pembelajaran yang berlaku seperti rancangan dan kaedah pedagogi guru, serta pelajar lelaki didapati lebih berani menyatakan kebimbangan mengenai apa-apa halangan kepada pembelajaran mereka.…”

Section: Perbincanganunclassified

Learning Environment and Interest in Stem Career

Ahmad

Lajium

2020

IJMOE

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The participation of high school students who have never achieved a 60:40 science-literature ratio until now. Malaysia just like any other country has taken steps to move in line with technological advances and computational thinking, so there are various programs based on STEM that have been made. However, like most educational programs that aim in students’ interest, the effectiveness of such programs still not clear in this STEM movement that it is more 'out of the classroom'. Although the learning environment is one of the indicators of the quality of education, the learning environment in the STEM field is less emphasized in the studies on STEM education especially in Malaysia. With this, a learning environment was developed that is STEM Based CLES and CIQ. This learning environment instrument is needed to help researchers assess the extent to which a particular classroom environment aligns with constructivism and STEM epistemologies, helping teachers to reflect on their epistemological barriers and refine student learning sessions. Accordingly, the STEM Based CLES and CIQ survey was used to identify the relationship between students’ perceptions of the learning environment and students' interest in STEM careers. The result shows that the students’ perceptions of the learning environment (sig=0.384) and student interest in a STEM career (sig=0.764) are not significantly different by gender, while the students’ perceptions of the learning environment (sig=0.193) and student interest in a STEM career (sig=0.000) are significantly different by school’s location. The correlational analysis shows the scales of the CLES learning environment have significantly weak relations towards student interest in a STEM career (r=0.316), while, the scales of STEM learning environment has a moderate significant relation towards the student interest in a STEM career (r=0.628). However, this study’s result shows that there is no correlation between the learning environment and students’ academic performances (r=-0.130).

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Perception of Constructivist Learning Environment: Gender and School Type Differences in Siaya County, Kenya

Cited by 5 publications

References 16 publications

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Examination of relationship between preservice chemistry teachers' preferences for creating constructivist-learning environment and sense of efficacy

Learning Environment and Interest in Stem Career

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