IJSSE - International Journal of Social Sciences and Entrepreneurship Upcoming Journals: International Journal of Innovation and Management (IJIM), International Journal of Engineering and Architecture (IJEA) & International Journal of Science and Agriculture | IJAE, IJEF & IJHRP Call for Papers - Forthcoming Issue (Decemer 2014). Submission deadline: 25th December 2014 |

No images

UserInfo


54.224.91.58
United States United States
Your Time

User Statistics Info
IJSSE is one of the leading International Journals by User Statistics!

Login Form



IJSSE Newsletter Form
Full Names *
E-mail Address: *
Country *
PDF Print E-mail

EFFECTS OF CONSTRUCTIVIST TEACHING APPROACH ON ACHIEVEMENT, SELF- CONCEPT AND DISPOSITION IN MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN NAKURU COUNTY, KENYA

 

Jane Mburu

School of Education, Department of Curriculum,

Instruction and Education Management; Egerton University

 

Professor B. N. Githua

School of Education, Department of Curriculum,

Instruction and Education Management; Egerton University

 

Professor J.M. Changeiywo

School of Education, Department of Curriculum,

Instruction and Education Management; Egerton University

Corresponding Author email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it

 

CITATION: Mburu, J., Githua, B. N., Changeiywo, J. M. (2017). Effects of Constructivist Teaching Approach On Achievement, Self- Concept and Disposition in Mathematics Among Secondary School Students in Nakuru County, Kenya. International Journal of Arts and Entrepreneurship. Vol. 6 (12) pp 1 -21.

ABSTRACT

Mathematics is a universal utilitarian tool for Social, Cultural and Personal goals that every member of society aspires to achieve. In Kenya mathematics is a compulsory subject in Primary and Secondary schools and is examinable by Kenya National Examinations Council. Worldwide and particularly in Kenya students’ mathematics performance has been dismal. Most studies attribute the students’ dismal mathematics performance to the teacher centered teaching methods, practiced by mathematics teachers, in mathematics classrooms. The study investigated the effects of Constructivist Teaching Approach (CTA) on students’ achievement, self-concept and disposition in mathematics, among secondary school students. It was carried out in Rongai Sub-county of Nakuru County, where there has been persistent low learners’ achievement in the subject. The Solomon Four Non-equivalent Control Group Research Design was used in the study. Four co-educational schools were purposively selected from the sub-county and randomly assigned to serve as Experimental groups (E1 & E2) and Control groups (C1 & C2). Each school provided one Form Two class for study giving a sample population of 165 students. The Instruments, Students’ Mathematics Achievement Test (SMAT), Students’ Mathematics Self-concept Questionnaire (SMSQ) and Students’ Mathematical Disposition Questionnaire (SMDQ) were used for data collection. The data collected was analyzed by use of t-Test and Analysis of Variance (ANOVA). Results indicated that students in the experimental groups E1 and E2 had better performance than the students in the control groups C1 and C2 in the SMAT. This showed that CTA enhanced student learning better than the conventional methods. In addition experimental group E1 had a rise in Students’ Mathematics Self-concept and relatively increased Students’ Mathematical Disposition, compared to Control group C1 which had been taught using conventional method. The curriculum developers and mathematics teachers are encouraged to use CTA, in improving students’ mathematics achievement, mathematics self- concept and mathematical disposition among secondary school students.

 

Key Word: Constructivist Teaching Approach, Mathematics Achievement, Mathematics Self- Concept, Mathematical Disposition

 

 

Full PDF Format

 

 
Banner
Publication Disclaimer: The accountability of the article published in IJSSE journals is entirely of the author(s) concerned and not of the publisher/editor. The view expressed in the articles of any IJSSE journal is those of the contributors, and it does not essentially correspond to the views of the publisher/editor. It is responsibility of the authors to seek copyright clearance for any part of the content of the articles. The publisher/editor of IJSSE journals is not liable for errors or any consequences arising from the exercise of information contained in it.
Free counters!
IJSSE - International Journal of Social Sciences and Entrepreneurship | Copyright 2013 | All Rights Reserved  <