The relationships between learners’ academic achievement due to the use of constructivist methods in physical science and their self-esteem in zambian secondary schools

Abstract

The effects of the constructivist learning approach on various aspects of learners' development, such as academic achievement, have been extensively documented. However, there is limited or conflicting knowledge regarding the relationship between academic performance resulting from this approach and learners' self-esteem. Consequently, this study aimed to investigate the correlation between academic achievement, as a result of employing constructivist learning approaches in teaching physical science, and learners' self-esteem.To achieve this goal, a quasi-experimental research design incorporating mixed methodology was employed, involving 376 grade 10 students and 10 physics teachers from five secondary schools in Zambia's Lusaka province. Data collection utilized a combination of a semi-structured interview guide, Rosenberg's Self-Esteem Scale, and standard science achievement tests. The study revealed a strong interdependency between learners' self-esteem and academic achievement. Each of these factors influences the other, with intrinsic motivation and metacognitive knowledge serving as crucial bridges. Furthermore, the dominance of social interactions and personal experience sharing, inherent in the constructivist learning approach, was found to enhance the fundamental variables of academic achievement and self-esteem, namely motivation and metacognitive knowledge. To gain a deeper understanding, further research should be conducted with a particular emphasis on the impact of learners' intrinsic motivation, critical thinking, cognitive growth, and development on their academic achievement and self-esteem. Additionally, it is recommended that school administrations promote the use of constructivist learning approaches among teachers through Continued Professional Development (CPD) programs.