Constructivist Learning Research Articles

A Comparative Analysis of Structured Pedagogy Interventions in South Africa and Their Impact on Student Performance in Mathematics and Science Subjects

Purpose: The aim of the study was to analyze the comparative analysis of structured pedagogy interventions in South Africa and their impact on student performance in mathematics and science subjects. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: A comparative analysis of structured pedagogy interventions in South Africa reveals that these targeted educational approaches have positively impacted student performance in mathematics and science subjects. Studies show that interventions such as curriculum-aligned teaching materials, teacher training, and standardized assessments significantly improved students' understanding and achievement in these areas. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, bloom’s taxonomy of educational objectives & sociocultural theory may be used to anchor future studies on the analyzing the comparative analysis of structured pedagogy interventions in South Africa and their impact on student performance in mathematics and science subjects. Schools should integrate structured lesson plans and data-driven instruction into everyday practice to enhance teacher efficacy and student performance. Policymakers should implement nationwide curriculum reforms that standardize content delivery across all schools, ensuring consistency in teaching quality, particularly in mathematics and science.

Digital Tools in the Thesis Process: A Case Study from Sweden

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

APOS Framework Didactize Equivalence Linear Simultaneous Equations in Senior High School Mathematics

Many students followed rote-learned procedural rules without thinking about the meaning of quadratic equations, and the Chief examiners’ reports attributed the trend to poor teaching methods. In certain instances, candidates cannot use even the conventional methods to factorize quadratics equations due to a lack of understanding of the zero-product property in graphing, factorizing, and completing the squares or quadratic formula. In the worst circumstances, the candidates failed to scaffold higher-order quadratic equations using the Conjugale and Equivalence Linear Simultaneous Equation methods. However, the action, process, object, and schema theory which came out of the constructivist learning theory and created by Dubinsky can be applied to teach mathematics. With the aid of the APOS framework, this study sought to digitize the Equivalence Linear Simultaneous Equations in senior high schools. In this mixed-method embedded design, there were 286 first-year students selected from one school. All the students received four phases of the APOS framework. The four phases were collected based on the Actions for Factorization, Processes for Quadratic Formula, Object for Conjugale, and Schema for ELSE method. The data, which was both qualitatively and quantitatively, was analyzed using IBM SPSS Statistics (Version 26) deterministic analytics software. The data collection covered four contact periods of a total duration of four hours. The results showed that students in the Actions and Processes were not statistically significant. However, the results were statistically significant at the Object and Schema phases. It was concluded that students’ learning through the APOS framework improved their academic performance. The positive effect was the triumphant mental constructions involving encapsulation and interiorization in the conjugale and ELSE methods. It was, therefore, recommended that the framework be promoted to find solutions to many other complex mathematics problems.

Effectiveness of Digital Literacy Learning Model with Video Content Project In Enhancing Sustainable (SDG) Civic Intelligence

Objective: This study aims to find the effectiveness of a newly developed learning model, namely a digital literacy model with a video content project in improving citizenship intelligence, as an effort for sustainable development goals. Theoretical Framework: The theoretical framework is drawn from the utilization of digital technology and social media in learning practices. However, the utilization of digital technology does not show good digital literacy, the learning outcomes have not had an optimal impact, especially in improving citizenship intelligence. Method: The approach used in this study is a quantitative approach, quasi-experimental method. Sampling was sorted purposively, the experimental and control classes totaled 140 people from six classes, all classes used as research samples came from Mandiri University, Subang University, and Subang State Polytechnic. Data collection techniques were carried out with pre-post tests and questionnaires. Results and Discussion: The results of the study based on the pre-post test gain test showed that the experimental class got a gain value of 0.71 which was in the high criteria, this value was much different from the control class which got a gain value of -0.04 which was in the low criteria. Therefore, the digital literacy learning model with video content projects proved to be effective in increasing Civic Intelligence, compared to the conventional exploratory model with lecture and question and answer methods. Research Implications: This research has implications for the development of learning theory, because this model itself is the result of innovation from the philosophy of constructivism learning and cybernetic learning theory. Originality/Value: Practically, the results of this study are useful in improving the quality of learning practices, this model can be used by lecturers and students to achieve learning objectives.

The Effect of ChatGPT-based Constructivist Learning Model on Observation Report Text Writing Skills

The Effect of ChatGPT-based Constructivist Learning Model on Observation Report Text Writing Skills

Exploring the Role of DingTalk for Teaching and Learning English Listening Skills in Blended Learning Environments

This study explores how digital platforms such as DingTalk can be used to teach and learn English listening skills as one of the tools for blended learning instructions. These platforms offer synchronous and asynchronous learning methods and provide students with a flexible and interactive platform that promotes real-time communication, peer feedback, and self-paced learning. Although this platform has shown potential benefits for improving listening comprehension using constructivist and social learning theories, drawbacks include technological limitations, insufficient platform features for listening instruction, effective instructional design, and students' need for digital literacy. This article highlights the importance of Dingtalk as one of the tools for blended teaching and learning and the issues to be addressed so this platform can be used to help students' English listening skills. The changes in the dominance of technology in education, like AI and AR, need to be considered for blended learning. The findings suggest that to help students' learning outcomes using this digital platform, educational institutions and teachers need to adapt to the needs of their students continuously.

ChatGPT as Teacher Assistant for Physics Teaching

This study explores the integration of ChatGPT as a teaching assistant in physics education, emphasizing its potential to transform traditional pedagogical approaches. ChatGPT facilitates interactive and inquiry-based learning grounded in constructivist learning theory, allowing students to engage actively in experiments and better grasp abstract concepts through hands-on activities. The AI's adaptive dialogue systems promote socio-constructivist learning by encouraging social interaction and personalized feedback, which is essential for addressing individual learning gaps and enhancing student engagement. ChatGPT's ability to simulate real-world physics problems and provide immediate feedback fosters experiential learning, making complex concepts more accessible and promoting critical thinking skills. By offering tailored interventions and adapting to individual learning paces, ChatGPT supports a personalized educational experience that caters to the unique needs of each student. This adaptability is particularly beneficial in physics education, where students often struggle with abstract concepts and require immediate clarification to progress effectively. The paper concludes that the synthesis of generative AI and pedagogy has the potential to reshape science education, fostering deeper understanding and curiosity among students. By leveraging innovative methodologies and augmented data, ChatGPT enriches teacher-student interactions, creating a comprehensive educational experience that promotes a culture of curiosity and exploration, thereby nurturing future scientists and engineers. Ultimately, the integration of ChatGPT into physics education offers a valuable opportunity to enhance student engagement and understanding of scientific concepts through interactive and personalized support.

L2 learner experiences in a playful constructivist metaverse space

Abstract This study creates a virtual space for language learning using a user-customizable metaverse platform and explores its potential for EFL learning. To this end, a virtual learning space, grounded in constructivist learning principles – contextualized learning, active learning, and collaborative learning – was created on a 2D metaverse platform. The metaverse was designed as a simulated deserted island for enjoyable and playful learning, allowing the students to actively explore, discover, and interact as they look for clues to escape the island. For educational application, 29 Korean middle school students participated in a two-hour activity. Data included screen recordings of student activities, student surveys, and interviews with the students and teachers. The findings showed that, as an EFL learning space of playful constructivism, the metaverse had great potential to embed contextualized learning and served as a medium for active learning that positively affected student interest and motivation. The results confirmed that the team-based approach combined with a game-like metaverse fostered student collaboration. Overall, the study showcased how language instructors can make use of a customizable metaverse for L2 learning and how a virtual space may serve as an arena for learner-centered instruction.

Constructivist Approach to Language Learning: Linking Piaget's Theory to Modern Educational Practice

This study aims to explore the application of the constructivism approach in language learning by connecting Jean Piaget's theory of cognitive development with modern educational practices. Constructivism theory emphasizes that learning is an active process in which students build knowledge through experience and interaction with the environment. In the context of language learning, this approach is considered relevant to increase student engagement and support more meaningful learning. This study uses a qualitative approach with a case study design, involving in-depth interviews, classroom observations, and document analysis. Participants consisted of 10 teachers and 20 students who were selected by purposive sampling based on their experience in applying constructivist learning methods. The results show that the constructivism approach can increase students' active participation, improve critical thinking skills, and provide a more contextual and relevant language learning experience. Teachers who apply Piaget's principles, such as experiential learning, reflection, and collaboration, report increased student learning motivation. However, challenges in implementing this method include time constraints, a rigorous curriculum, and a lack of support resources for project-based learning. The study concludes that although constructivist approaches have great potential in language learning, further support is needed in terms of curriculum flexibility and resources. Recommendations for educators include increased use of technology and project-based teaching strategies to support more interactive and participatory language learning.

A Systematic Review of Flipped Learning in EFL Education

Research on flipped learning in English as a Foreign Language (EFL) education has garnered substantial scholarly attention in recent years. This systematic review aims to elucidate the potential of flipped learning within the framework of foreign language education. A total of thirty articles from Social Science Citation Index (SSCI) journals, published between 2018 and 2022, were included in this review based on predetermined inclusion and exclusion criteria. The analysis focused on examining the research contexts, methodologies and foci, learning management systems, learning theories, and learning activities. The findings indicate that the majority of studies predominantly involved higher education students, with a significant number employing a quasi-experimental research design. Furthermore, the flipped learning process was largely informed by constructivist learning theory. The results suggest that the primary advantage of flipped learning lies in its capacity to enhance students' writing, speaking, and overall academic performance. Additionally, the review underscores that the integration of emerging technologies, such as augmented reality, automatic recognition, and artificial intelligence chatbots, into learning activities serves as an effective strategy for improving students' language skills and engagement.

Reimagining Learner Engagement Through Flipped Classrooms in the Post COVID-19 Era

The post-COVID-19 era gave rise to the emergence of innovative teaching and learning strategies, which, among others, included flipped classrooms. This article sought to determine whether flipped classrooms are beneficial when online learning material is distributed prior the commencement of the class. Piaget’s (1986) Constructivist Learning Theory underpinned this inquiry. Constructivism is an approach to education that holds that people actively generate their own knowledge and that reality is shaped by the learner's experiences. The interpretive paradigm and a qualitative approach were utilized to collect information through semi-structured interviews with twelve conveniently selected grade 10 teachers. Using a case study design, the researcher could investigate the phenomenon in detail. Findings, which ensued from thematically analysed data, indicated that learners benefit most from pre-class activities as they offer increased participation opportunities as learners engage in discussions in their native languages. Thus, discussions and modelling tasks during in-class activities are learner-centred, with the development of paraphrasing skills, which promote good essay writing skills with minimum plagiarism effects. The author, therefore, recommends that Teachers require ongoing professional development in applying flipped classrooms using advanced learner-centred technological pedagogies, which promote maximum participation in the learning environment.

Designing Learning Centres that Facilitate Knowledge Construction on Science Process Skills in Early Childhood Classrooms

Science education is perceived to have the potential to develop 21st century competencies. In Zimbabwe, the teaching of science in early childhood by using learning centres is considered as a way of empowering young learners with scientific knowledge and skills to become productive citizens in future. To strengthen the initiative, resources are being channelled and policies crafted to support the teaching of STEM (science, technology, engineering and mathematics). Despite considerable efforts to introduce STEM in early childhood development (ECD), research concerning the benefits of developing science skills using learning centres is sparse. This study adopted an interpretive paradigm and multiple case study design for three schools and three purposively selected ECD teachers. Data was solicited through semi-structured interviews, document analysis and classroom observations. The variable nature of learning centres in ECD classrooms is an indication of shortcomings in policy on teaching using learning centres. At learning centres, learners construct scientific knowledge, ideas and skills through interaction with peers and developmentally appropriate materials. Teachers should be creative and innovative and create learning centres that enable learners to explore the world and construct scientific knowledge through active participation and sharing ideas. A policy to guide the teachers on constructing appropriate learning centres for effective teaching of science skills should be drafted.

E-tutors’ experiences with integrating technologies in online course modules: A case of open distance e-learning

This study aims to explore how e-tutors' experiences influence their ability to integrate technologies, with a focus on the realities of technology knowledge during the facilitation of modules in an Open Distance e-Learning (ODeL) context. A survey was conducted to investigate the experiences of e-tutors in integrating technology across various modules within a department of an ODeL institution. Six e-tutors participated in the survey, and their involvement was voluntary, with no impact on their employment contracts, ensuring informed participation. The research utilized the constructivist learning theory to examine how e-tutors prioritize student engagement and promote active involvement in technology-enhanced constructivist learning environments. Data collected were organized and displayed in tables. The findings revealed that e-tutors had positive experiences integrating technologies into online module teaching. Additionally, they recognized the role of technology in supporting and enhancing the teaching of online student activities. These results provide further insight into the use of technology as a valuable educational tool in ODeL institutions, helping students deepen their understanding of subject matter. Moreover, students exposed to technology-integrated modules were more likely to adopt technology for independent learning.

Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study

Recent research highlights the value of metalinguistic explanations in facilitating second language (L2) grammar acquisition. Nevertheless, a notable research gap persists regarding how these explanations influence incidental grammar acquisition and their impact on overall reading processes and comprehension. Furthermore, whether the potentially positive effects of metalinguistic explanations transfer to the acquisition of subsequent constructions without explicit guidance is an unexplored domain. This study addresses these research gaps by recruiting 42 Korean undergraduate students and assigning them to the metalinguistic or baseline groups. The metalinguistic group read an English text supplemented with bottom-margin metalinguistic explanations, which elucidated the first half of the target grammar (without explanations for the second half), whereas the baseline group read the same text without explanations. This study used eye-tracking technology to register participants’ eye movements during reading, followed by an announced reading comprehension test and an unannounced error correction test. Statistical analyses using linear mixed-effects models (LMMs) and t-tests revealed that metalinguistic explanations significantly enhanced incidental grammar acquisition in L2 learners without compromising overall reading processes and comprehension. However, the benefits of metalinguistic explanations in the metalinguistic group failed to extend to the incidental learning of other unexplained constructions.

Studying the Effectiveness of the Flipped Classroom Teaching Method for Promoting Education Students' Academic Performance and Learning Outcomes in Saudi Universities (A Comparative Study)

This study examines whether the flipped classroom teaching method effectively improves the academic performance and learning skills of education students in Saudi universities, unlike traditional lecture-based pedagogies. Guided by constructivist learning theory, the research employs an autoethnographic methodology based on the experiences of the author as a student and educator in Saudi Arabia and Australia. This study examines how flipped classrooms integrate technology, student autonomy, responsibility for learning, engagement, and satisfaction. therefore, the flipped classroom is an educational approach that delivers theoretical content to students via videos or online learning materials to be studied at home. In classroom sessions, it focuses on practical activities, discussions, and problem solving, which enhances understanding and practical application of concepts, and increases student engagement. Results from this study indicated positive effects on the student's academic achievements and involving them in more interactive learning. This study suggests that adopting the flipped classroom method could result in relatively better academic preparation for modern educational challenges in Saudi higher education. A future empirical research that examines the effectiveness of the flipped classroom method on education students in Saudi universities is recommended. In order to make generalizations based on the findings, non-probabilistic sampling must be applied.

Learning and Development Program’s Admission Requirements and Student Engagement as Success Determinants in Accountancy

This study focuses on the admission criteria of a bachelor of accountancy (BAcc) degree program as one of many factors influencing students’ success in graduating in the regulated time frames. The present study used constructivist learning and student engagement theories as connected lenses to explore the effect of admission criteria on first-year-level students’ academic performance. The research findings emanate from a mixed methods methodology using logistic regression, one of the choice models in the International Business Machines (IBM) Statistical Package for Social Scientists (SPSS), and semi-structured interviews. A sample of 43 was randomly selected from the list of 91 students with NSC-level accounting to match the number of 43 students who did not do NSC-level accounting offered in South African high schools. This gave the researchers a study sample 86, which reduced 81 following incomplete data submission by five students. The study’s findings suggest a sensitive understanding of students’ engagement with program materials and admission criteria. The admission criteria embraces prior high school knowledge reflected in the NSC-level admission points score (APS) and NSC-level mathematics. In addition, student dedication is a dimension of student engagement that we explored. The value of the study is a contribution to the reconsideration of student engagement alongside program admission requirements, leading to the integration of constructivist learning and student engagement theories. Prior studies have not integrated constructivist learning and student engagement theories into their research design. We recommend the continued use of the NSC-level APS score and mathematics in the admission requirements of the BAcc learning and development programs. We also recommend using teaching and learning activities that bring out student dedication. More research should be done on all aspects of student engagement premised on graduating students.

Semiotic Packaging of Teacher Talk for Affective Recyclings: A Usage-Based Approach to Children’s Construction Development

This study examines how iconically designed teacher talk facilitates preschool novice L2 learners’ construction development through playful interactions. It combines two approaches: ethnomethodological conversation analysis and usage-based linguistics. The conversational data were retrieved from teacher-children interactions filmed at an all-English school in Japan. The microanalysis of 945-minute classroom interactions illustrated that when a part of teacher talk was packaged with iconic semiotic resources, such as gestures, situated meanings, tones of voice, and affective stances, it became accessible L2 resources for the children to learn and recycle in their subsequent utterances. Simultaneously, the analysis also revealed the pragmatic mechanism of teachers’ assignment of interactional responsibility, inviting children to perform language learning of target constructions through recyclings. The recycled part of the teacher talk indicated the children’s microgenetic usage-based language learning as they modified and developed L2 constructions to accomplish certain social actions—sanction of a deviated action, attention-getting, and storytelling in situ. This study indicates that language learning opportunities can be integrated into children’s processes of achieving specific social actions, and language learning performance can be invited as an appropriate practice in situ by certain teacher talk designs.

Integrating different detection techniques and data analysis methods for comprehensive food authenticity verification

Traditional food testing methods, primarily confined to laboratory settings, are increasingly inadequate to detect covert food adulteration techniques. Hence, a crucial review of recent technological strides to combat food fraud is essential. This comprehensive analysis explores state-of-the-art technologies in food analysis, accentuating the pivotal role of sophisticated data processing methods and the amalgamation of diverse technologies in enhancing food authenticity testing. The paper assesses the merits and drawbacks of distinct data processing techniques and explores their potential synergies. The future of food authentication hinges on the integration of portable smart detection devices with mobile applications for real-time food analysis, including miniaturized spectrometers and portable sensors. This integration, coupled with advanced machine learning and deep learning for robust model construction, promises to achieve real-time, on-site food detection. Moreover, effective data processing, encompassing preprocessing, chemometrics, and regression analysis, remains indispensable for precise food authentication.

Humanistic data art visualization for analyzing learner growth in Challenge Based Learning programs.

This perspective article investigates the potential of applying artistic or "humanistic" data visualization to improve the understanding of learner's growth in the context of highly dynamic, learner-centric and experiential educational programs. The article explores the possibility of leveraging a more humanistic or esthetically driven approach to visual learning analytics in the context of programs using Challenge Based Learning (CBL) as a learning framework. CBL is a relatively new and rapidly expanding educational framework grounded on a rich tradition of constructivist, progressive and experiential learning theories. To illustrate the concept, the authors created two data visualizations, designed to offer a comprehensive overview of learners' growing perceptions. The artistic infographic also provides program managers' insights into class dynamics and the programs' overall impact, enhancing the understanding and effectiveness of student-centered learning journeys. Some suggestions for future research are offered.

Exploring teacher characteristics and participation in TPACK-related online Teacher Professional Development in Assam, India

Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109(post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.