Abstract
Constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centered education. This study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. The study design was quasi-experimental non-equivalent groups with a post-test examination. A total sample participated in this study was 477 students and 12 teachers. The instruments used in this study were; constructivist instruction manual, post-test, attitude questionnaire, and teacher’s questionnaire. The data collected was analyzed descriptively using mean and standard deviation values, while t-test and ANOVA were used to test the differences between group means at α=0.05 level. The study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. Moreover, the both positive learner and negative teacher attitudes toward the application of constructivism was found as considerable as inadequate compulsory facilities in the implementation of constructivist learning approach. Thus, it is recommended to conduct deliberate programs in implementing constructivist learning approach in secondary schools in Kenya.
Highlights
Teaching and learning biology in many secondary schools in Kenya has generally taken a pattern where teachers mostly use instructional methods characterized by lectures and few demonstrations
The results obtained imply that participants who were exposed to constructivist method of instruction had a better understanding of the information covered during the period of instruction than those who were exposed to conventional methods
In the sense that constructivist instructional approach is more effective in promoting learning (Eilam & Trop, 2012) of biology amongst students at secondary school compared to the conventional one
Summary
Teaching and learning biology in many secondary schools in Kenya has generally taken a pattern where teachers mostly use instructional methods characterized by lectures and few demonstrations 2016; Mukhwana, 2016; Ngesu, Gunga, Wachira, & Kaluku, 2014; Nyongesa, 2015; Ouko, Anditi, & Githua, 2017; Vidija, 2015). These instructional methods expose students to minimal practical activities, group discussions, and are hardly taken on educational trips. This study considered application of constructivism as espoused by Piaget and Inhelder (1964) in teaching and learning Biology for better learner achievements. This approach is referred to as individual constructivist theory
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