Exploring the Effect of Constructivist Learning Approach on Pre-service Teachers Problem Solving Skills in Mathematics at Wiawso College of Education
Evans Atteh *
Department of Mathematics and ICT, Wiawso College of Education, Sefwi Wiawso, Ghana.
*Author to whom correspondence should be addressed.
Abstract
This study aimed to explore the impact of constructivist learning approach to teaching and learning mathematics at Wiawso College of Education. The research design adopted for the study was action research The target population was level 200 students of the College and the population size was five hundred and seventy-nine (579) whilst the sample size was fifty-two (52), comprising one class, which was selected based on purposive sampling. The instrument used for the study was tests and questionnaire. In the pre-intervention stage, a pre-test was used to identify the weaknesses of the students before the interventional strategies were applied. A post-test was conducted to evaluate the intervention strategies. The results of the study showed a significant improvement in students’ post-test scores (M=31.1923) compared to the pre-test scores (M=14.1923). A quiz was conducted eight weeks after the post-test using the same test items to check students’ retention of the concept, which the result showed no significant improvement in pre-service teachers’ post-test scores (M=31.1923) compared to the quiz scores (M=30.6923), indicating pre-service teachers’ retention of the math concept had been exceptionally good. The pre-service teachers preferred constructivist learning strategies over the conventional teaching methods since lessons were practical and interactive. The study recommended that teachers should employ constructivist learning approach in teaching mathematics as it shifts the emphasis from teacher-centered to learner-centered and enhance students' interest and performance.
Keywords: Constructivist learning approach, problem solving, learning mathematics, retention of concepts, teaching and learning