Constructivistim Approach and The Academic Performance of Students in Biology.
Abstract
This study investigated the relationship between the constructivist approach and the academic performance of secondary school students in Biology in Imo State, Nigeria. Three objectives, three research questions and three hypotheses guided the study. A correlational research design was employed, and data were collected from a sample of 115 senior secondary school students selected through stratified random sampling from the three senatorial zones of Imo State. A structured questionnaire was used to assess the extent of constructivist instructional strategies experienced by the students, while academic performance was measured using their Biology achievement records. Data were analyzed using the Pearson Product-Moment Correlation Coefficient (PPMCC) at a 0.05 level of significance with the aid of SPSS version 25.0. The findings revealed a strong and statistically significant positive relationship between inquiry-based learning and academic performance, as well as a moderate but significant positive correlation between problem-based learning and students’ achievement in Biology. However, the study found a weak and statistically insignificant negative correlation between collaborative learning practices and academic performance. Based on these findings, the study concluded that constructivist teaching strategies, particularly inquiry-based and problem-based learning, positively influence students’ academic outcomes in Biology. The study recommends targeted professional development for teachers in the use of constructivist methods, better structuring and support for collaborative learning activities, and a broader adoption of student-centered, active learning techniques to enhance science education outcomes in secondary schools.
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Published in INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AND ENVIRONMENTAL RESEARCH
ISSN: 8343-6971
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