Volume: 19 Issue-01 (January-June) 2024

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IMPACT OF CONSTRUCTIVIST-BASED TEACHING ON THE ACADEMIC ACHIEVEMENT AND ATTITUDE OF VIII CLASS STUDENTS BELONGING TO HIGH LEVEL OF INTELLIGENCE IN SCIENCE

ABSTRACT

Employing pre-test & post-test, experimental, and control group design, the current study examined the impact of constructivist-based teaching on the academic achievement and attitudes of VIII class students with a high level of intelligence in science. Using random sampling technique, 50 pupils from the VIII class were chosen. Among them, 25 students were assigned to an experimental group and instructed using constructivist lesson plans, while the remaining 25 students were assigned to a control group and instructed using conventional methods. Using a combination of constructivist and traditional teaching methods, the researchers administered this treatment over a period of four weeks. A self-made assessment of academic achievement and the Science Attitude Scale developed by Dr. J.S. Bhardwaj & Vandana Kaushik were used to collect the data. The results of the study demonstrated that pupils who were taught utilizing the constructivism method did better academically than their traditional science faculty members. Likewise, pupils who were taught using constructivism exhibited a more favourable disposition toward science than those who were taught using a traditional approach.

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