Abstract
This action research study used qualitative and quantitative methods to investigate students’ performance in assessments and their perceptions and experiences with the use of a constructivist blended approach to teach secondary school geography. The constructivist blended model which used the 5-E strategy (Engage, Explore, Explain, Elaborate and Evaluate) informed teaching and assessment. Methods of data collection were test scores, an open-ended questionnaire, and a focus group interview.Findings suggest that although students’ performance in the assessment and their perceptions and experiences of the constructivist blended classroom strategy were generally positive, several students felt challenged by its use. Students participated minimally in online discussions, and few read online resources. Furthermore, classroom discussions were still mostly teacher directed as many students experienced a high level of fear and anxiety with in-class presentations. A reliance on educators as the main source of knowledge persisted, with reluctance by some to assume an independent role in their learning. We conclude that although students generally approved of the strategy, and performed better in the assessments, their experiences of schooling in an authoritarian, post-colonial education system challenged its effective use.
Highlights
Action research is a tool that can be used to help educators test a new instructional strategy, assess a new curriculum program, or evaluate an existing pedagogical approach to improve teaching practices (Sagor, 2004)
The interdisciplinary nature of Geography and its emphasis on global learning allows students to be civic minded and environmentally-sensitive (Collymore, 2013).The latest Geography syllabus for the Caribbean Secondary Education Certificate (CSEC) of the Caribbean Examinations Council (CXC) that was implemented for the 2017 examination and beyond stated that there was the need to develop learners who possess higher order thinking skills with the ability to solve everyday problems unique to our Caribbean situation (Caribbean Examinations Council, 2015)
The findings of this study show that students are of the perception that a constructivist blended learning approach created a better classroom atmosphere since it made classes more interesting and enjoyable, allowed for increased interactivity, allowed them to become active learners and gave them a better understanding of the topic
Summary
Action research is a tool that can be used to help educators test a new instructional strategy, assess a new curriculum program, or evaluate an existing pedagogical approach to improve teaching practices (Sagor, 2004). This study uses action research to implement a constructivist blended approach to deliver the Geography syllabus to two groups of form 3 students. The interdisciplinary nature of Geography and its emphasis on global learning allows students to be civic minded and environmentally-sensitive (Collymore, 2013).The latest Geography syllabus for the Caribbean Secondary Education Certificate (CSEC) of the Caribbean Examinations Council (CXC) that was implemented for the 2017 examination and beyond stated that there was the need to develop learners who possess higher order thinking skills with the ability to solve everyday problems unique to our Caribbean situation (Caribbean Examinations Council, 2015). The teaching of geography using digital tools has much to offer a face-to-face classroom, but those tools must be effectively implemented according to relevant education theories. Constructivist learning theory can provide a framework for the use of digital tools to integrate online and face-to-face learning experiences to create a constructivist blended learning environment to enhance student learning
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