Using constructivist approach of teaching and learning to enhance the performance of form two students of Nifa Senior High School in area of quadrilaterals

Abstract

The study explored the use of constructivist approach to teaching and learning to improve the performance of students in the Nifa Senior High School in the concept of area of quadrilaterals. The study adopted Constructivism theory. The design for the study was a mix of exploratory and action research design. A sample of forty-two (42) students was selected for study, using convenience and purposive sampling techniques. Data was collected through interview, observation and questionnaires and this was analysed using content analysis, descriptive, and Pearson’s correlation coefficient. Results from the study showed that, the constructivist approach to teaching and learning significantly improved the performance of students specifically, in the concept of area of quadrilateral than the conventional approach. Additionally, the constructivist approach helped the students to easily identify the various types of quadrilaterals which helped them in applying the right formula and hence the improvement in their score on the post test conducted. Also, the study revealed that students had improved their understanding of the re-allotment to the concept of area as a result of being taught using the constructivist approach. Again, the latter helped them solve problems involving quadrilaterals more easily. Finally, the study showed a statistically strong positive correlation between the constructivist approach to the learning of mathematics and students’ performance. Furthermore, teachers should ask students to explain their solutions because it allows for creativity. Also, teachers must give direct and specific target and instructions during lesson so as to work within the stipulated time as well as achieve stated objectives when using the constructivist approach. Finally, further studies should explore area of quadrilaterals in other schools and use constructivist approach in other subjects.