Effect of Constructivist Based Training on Learning and Teaching: An Experiment in Classroom

Autor/inn/en	Pandey, Laxmi; Ameta, Devendra
Titel	Effect of Constructivist Based Training on Learning and Teaching: An Experiment in Classroom
Quelle	In: Journal of Education and Practice, 8 (2017) 13, S.67-72 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Constructivism (Learning); Teacher Attitudes; Academic Achievement; Middle School Students; Secondary School Students; Single Sex Schools; Middle School Teachers; Secondary School Teachers; Teaching Methods; Pretests Posttests; Quasiexperimental Design; Indo European Languages; Instructional Effectiveness; Conventional Instruction; India + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Indoeuropäisch; Unterrichtserfolg; Indien
Abstract	The aim of the study was to study the effect of constructive based training approach on teachers' attitude and students' achievement. The study comprised 80 students of class VI from Nagar Palika Girls Middle School Balmiki Basti New Delhi and Nagar Palika Girls Sr. Sec. School, Havelock Square, New Delhi. A quasi experimental pre-test and post-test design was applied in the present study. A pre and post-test design was applied on students and teachers learning and teaching Hindi subject. A training of 200 hours of constructive teaching training was given to one group of 15 teachers, whereas a conventional teaching training was given to another group of 15 teachers. The training for both the groups was completed in 8 weeks. After receiving the training both the groups used the approaches in their classes in which they had been trained. Therefore one group of students was taught the Hindi Subjects by using constructive approach where as another group was taught by using conventional approach of teaching. Teacher-made test with multiple-choice objective type questions was used to assess the learners' achievement in pre-test, and post-test was carried out just after two month of the experiment. Similarly teacher's attitude scale of S P Ahluwalia (1990) was administered before the training of teachers and also after completion of the training. The t values obtained revealed that constructivist method enhances the academic achievement and problem solving ability of the pupils. It was also found that both the group of teachers differs significantly on the teaching attitude. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01