University of Bahrain
Scientific Journals

Effect of a Constructivist Instructional Strategy on Affective Outcomes by Integrated Science Students

Show simple item record Igwebuike,Thomas B. Oriaifo, Sylvester O. 2018-07-31T08:38:11Z 2018-07-31T08:38:11Z 2014
dc.identifier.issn 2210-1438
dc.description.abstract Advocacy for the use of constructivist instructional strategy for teaching science at the primary and secondary school levels is very phenomenal in the literature on science education. This advocacy is strengthened by the assumption that it improves affective outcomes, among others, because it involves negotiation, among others, between the teacher and the students, during instruction. There is the need to seek empirical evidence to support, or not, this advocacy. This study therefore, sought to find out if the constructivist strategy will enhance affective outcomes among integrated science students. Two hundred (111 boys and 89 girls) junior secondary two (grade 8) students participated in this study. Affective Achievement Test with reasonable psychometric integrity, was administered before and after treatment, which utilized a non-equivalent control group design, to measure the treatment effect. The results [F(1, 191) = 69.378, p < 0.05] support the use of the strategy for improving affective outcomes. The results also indicated that the students in conducive psychosocial environment had superior affective outcomes than their counterparts in non-conducive environment [F(1, 191) = 8.067, p < 0.05]. No significant difference in affective achievement between high and low cognitive achievers was observed [F(1, 191) = 1.965, p > 0.05]. Interaction effects among the variables were not significant. Implications of the findings are discussed and recommendations are made. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.source International Review of Contemporary Learning Research
dc.subject Constructivist instructional strategy
dc.subject psychosocial classroom environment
dc.subject affective achievement
dc.subject junior secondary school
dc.subject integrated science
dc.subject conceptual change pedagogy
dc.title Effect of a Constructivist Instructional Strategy on Affective Outcomes by Integrated Science Students en_US
dc.type Article en_US
dc.volume 03
dc.issue 01
dc.pagestart 1
dc.pageend 10
dc.abbreviatedsourcetitle IRCLR

Files in this item

This item appears in the following Issue(s)

Show simple item record

Attribution-NonCommercial-ShareAlike 4.0 International Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 4.0 International

All Journals

Advanced Search


Administrator Account