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

Abstract

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.

Effects of Guided Inquiry-Based Model on Pre-Service Biology Teachers Attitude Towards Invertebrate Zoology Learning

“…As a result, research confirmed that a positive attitude being developed in prior schools' experience have great influences on motivation of students learning science (Kemp et al, 2019). Mwanda et al (2017) argue that developing positive attitude on students have great effect on both student outcomes and latter position of science in life process.…”

“…Mulyana et al (2018) stated that in science learning inquiry-based strategy is a constructivist approach helpful for students to develop positive attitude towards science learning. Correspondingly, inquiry-based strategy is process by which students actively explore their real-life situation with questioning and looking for answers to their questions (Mwanda et al, 2017) and used for enhancing their attitude towards science learning (Tan et al, 2020). Furthermore, study revealed that appropriately implementation of inquiry-based model increases students' attitude towards science learning (Aktamis et al, 2017;Mwanda et al, 2017).…”

“…Correspondingly, inquiry-based strategy is process by which students actively explore their real-life situation with questioning and looking for answers to their questions (Mwanda et al, 2017) and used for enhancing their attitude towards science learning (Tan et al, 2020). Furthermore, study revealed that appropriately implementation of inquiry-based model increases students' attitude towards science learning (Aktamis et al, 2017;Mwanda et al, 2017). Contrary, conventional method of teaching did not raise students' attitude towards science learning (Widiyatmoko & Shimizu, 2018).…”

Adopting Value Creating Pedagogy and Problem Based Learning in Secondary Schools in Kenya

“…This implies that when PBL approach is appropriately adopted, students are likely to realize lifelong learning skills critical for problem solving. In supporting this assertion, Mwanda, Odundo, and Midigo (2017) affirmed that adoption of a constructivist approach develops student's intrinsic interest in discovering skills for achieving teamwork, communication, as well as defending positions with evidence and sound argument. Given that PBL is anchored on the constructivist approach, effective adoption of problem solving skills will enable student to build up competence through; self-confidence, motivation, social inclusion, self-reliance, autonomy, empathy, open-minded and self-determination critical for informed reasoning in school and in society.…”

The feasibility of biology module based on Stim-HOTS models

“…Biology is a part of science whose characteristics of content need to be taught through a constructivist approach (Mwanda, 2017;Singh & Yaduvanshi, 2015). The constructivist learning principle is the process of building students' knowledge independently and gradually both socially and personally (Bächtold, 2013;Suhendi & Purwarno, 2018).…”