Using constructivist approach to enhance students’ performance in solving quadratic equations by the graphical method

Abstract

The study sought to use constructivist approach to enhance the performance of students in solving quadratic equations by the graphical method. Quasi-experimental nonequivalent group with a pre-test and a post-test design was employed. Fifty-five (55) students were purposefully selected from two of the General Art Classes in Potsin T.I Ahmadiyya S.H.S in the Gomoa-East District of Ghana with a four weeks intervention program. One intact class was used as the control group comprising of thirty-two (32) students and the other as the experimental group comprising of twenty-three (23) students. Instruments used in the study were, diagnostic test, achievement test and an unstructured interview guide. The analysis of the pre-test and post-test scores were based on the quantitative data collected using descriptive and inferential statistics whiles the qualitative data were analyzed thematically. Results from the paired(independent) sample t-test indicated that there was a statistically significant improvement in the scores between students who were taught using the constructivist approach than those taught by the conventional approach. Analysis of the interview revealed that, the student-centered method made the lesson more interesting, very practical and motivational. The researcher identified five major difficulties students encountered when solving quadratic equations by the graphical method: finding tables of values, plotting of points in the Cartesian Plane, drawing of smooth curves, finding the axis of line symmetry, finding the solution set for the graph and finding the minimum point of the graph. The study recommended that the classroom practice which was more of teacher-centered approach should be discouraged and teachers should promote collaborative learning and encourage constructive conversation that allows students to share their views without being interrupted but to become better communicators and to be more open-minded students.