Abstract
The significance of this study was to observe the instructional effect of constructivist teaching methodologies on English language performance outcomes among grade four students at a private all-boys school in central Bangkok. The experiment comprised two classes of differing ability: Class One (n = 18) classified as above average; and, Class Two (n = 15) below average. Both groups were taught according to the traditional Thai syllabus in the first semester of the academic year of 2016/17, transitioning to a constructivist learning environment in the second semester. The results of formal academic assessments were analysed via t-tests (<0.05); and the findings revealed that, as a result of the constructivist program, a significant difference was observed in both classes in relation to speaking attainments. However, in terms of overall language performance, a significant difference was noted in Class One only . Key Words : constructivism, instruction, performance, macro skills, young learners DOI : 10.7176/JCSD/46-07 Publication date :March 31 st 2019
Highlights
At the 2012 regional high-level expert meeting in Bangkok, organised by UNESCO (Towards EFA 2015 and Beyond – Shaping a New Vision of Education), Dr Nipon Poapongsakorn, a labour expert at the Thai Development and Research Institute, underlined the major difficulties reported by employers in hiring new (Thai) staff in possession of sound problem-solving skills and work habits
The central criticism against constructivism is the accusation that the framework is too undefined; “To us it would appear that constructivism remains more of a philosophical framework than a theory that either allows us to precisely describe instruction or prescribe design strategies” (Tobias & Duffy, 2009)
There is no significant difference in the overall English language performance of both groups as a result of constructivism
Summary
At the 2012 regional high-level expert meeting in Bangkok, organised by UNESCO (Towards EFA 2015 and Beyond – Shaping a New Vision of Education), Dr Nipon Poapongsakorn, a labour expert at the Thai Development and Research Institute, underlined the major difficulties reported by employers in hiring new (Thai) staff in possession of sound problem-solving skills and work habits He questioned why schools fail to produce quality education and skills required for the labour market, subsequently recommending reforms in school curriculums and the introduction of work-based learning programmes. Dewey’s ideas centred on a “hands-on” educational ideology that adequately balances delivering knowledge, while taking into consideration the practical interests and experiences of the learner This constructivist ideology was suggested as an alternative to the one-size-fits-all approach that moves students away from conventional schooling and systematic reinforcement to a collaborative learning culture in which students cooperate, share ideas and use critical thinking to solve problems, and come to their own conclusions. The same source quotes Dewey as allocating the cause of the Great Depression to a consequence of “lack of sufficient production of intelligence, skill, and character” (p. 242)
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