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The influence of social constructivism teaching strategy on middle school students' algebra achievement

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Document pages: 8 pages

Abstract: Researchers and other educational stakeholders have been concerned about students low academic performance. Therefore, innovative teaching strategies have been paid attention to in the field of mathematics education. The purpose of this study is to explore the impact of social constructivism teaching strategies on students algebra performance. This study is a quasi experimental study. The type is the post-test control group. A total of 154 middle school students are randomly selected from four complete classes. It is assumed that students are randomly selected for treatment and control to improve the effectiveness of the results. Two research questions and two invalid hypotheses are proposed and tested at the significance level. A studytrument, algebra performance test (APT), was developed, pilot-tested (test-retest reliability coefficient of 0.897), and used to measure students’ performance in both treatment and control groups. The data are analyzed using independent sample t-tests. The findings indicate that there are significant differences in the mean performance scores between experimental (mean = 16.05, SD = 2.74) and control (mean = 11.46, SD = 2.49) groups, t(152) = 10.83, . These findings may be interpreted to be evidence of the effectiveness of the social constructivist instructional strategy in improving performance in algebra better than the conventional teaching method. Also, a significant difference exists between the mean performance scores of males (mean = 17.83, SD = 2.82) and females (mean = 14.72, SD = 1.77) in the experimental group (t(80) = 6.11, ). Thus, the effect of the social constructivist instructional strategy on students’ performance in algebra is gender-sensitive. Based on these findings, some recommendations are made to students, teachers, parents, administrators, and other stakeholders.

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