PRAXIS OF CONSTRUCTIVIST LEARNING THEORY ON LEARNERS ACHIEVEMENT IN SECONDARY SCHOOL SCIENCE SUBJECTS IN KENYA
Abstract
Constructivism is a philosophical stance on human knowledge that argues that human beings generate knowledge and meaning from an interaction between their experiences and their ideas (Alawiye, 2003). Odundo and Gunga (2013) observed that constructivism is a cognition theory that stimulates an individual learner to process stimuli from the environment and the resultant cognitive structures that allows the learner to build and produce adaptive behaviour.
According to Mwanda (2016) the prominence of science education in the recent past has attracted great expectations from the teachers and general public who continuously advocate for increased performance in scientific inventions and the ability to apply and communicate scientific understandings. However, Poor performance of students in science subjects as a result of poor instructional strategies has been a major hindrance to the acquisition of scientific knowledge in Kenyan secondary schools.
Downloads
References
Adeyemi, M.A. (1990). Cognitive style as a variable in process skills development in science. Nigerian Journal of Education psychology, 5(1), 45-56
Ambogo, M.M. (2012). The relationship between availability of teaching and learning resources and performance in secondary school science subjects in Eldoret municipality, Kenya.Journal of Emerging Trends in Educational Research and Policy Studies, 3(40),530-536
Alawiye,O. Plourde,L. (2003). Constructivism and elementary pre-service science teacher preparation: knowledge to application. College Student Journal, 37 (3), 334.
Awuor,R.C. (2013).Factors influencing girls performance in mathematics and science subjects in Kenya certificate of secondary education in public secondary schools in Westland’s district ,Nairobi county Kenya.Nairobi:Unpublieshed master’s thesis University of Nairobi.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood cliffs, nJ: prentice hall.
Bandura, A. (1989). Juman agency in social cognitive theory. American Psychologist, 44, 1175-1184. Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge university press.
Commins, J. (2007). Pedagogies for the poor? Realigninh reading instruction for low-income students with scientifically based reading research. Educational Researcher, 36 (90,564-573
Mutambuki, E.K. (2014).The effects of SMASSE project on performance of mathematics in secondary schools in Kitui central district, Kitui county Kenya. Nairobi. Unpublished master’s Thesis University of Nairobi.
Mwanda, G.M. (2016). Effects of constructivism instructional method on learner achievement in biology in secondary schools in Homa Bay County. Nairobi: Unpublished PHD Thesis University of Nairobi.
Odundo, P. and Gunga, S.O. (2013). Effects of application of instructional methods on learner achievement in business studies in secondary schools in Kenya. International Journal of Education and Research.1(5),1-22
Copyright (c) 2019 IJRDO - Journal of Educational Research (ISSN: 2456-2947)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the IJRDO Journal will have the full right to remove the published article on any misconduct found in the published article.
