Abstract:
The purpose of this study was to compare constructivist and traditional teaching approaches in
enhancing students’ use of appropriate ICT learning strategies.
A Teacher Made Achievement Test in ICT (TMAT”ICT’) was used. Three sets of these tests
were developed I, II and III. Pre-test was administrated to both groups to determine their entry
level. At the end of the treatment Post-test was administered to both groups to determine their
achievement after treatment. The third test was administered after an interval of four weeks to
measure students’ knowledge retention. The data were analysed using percentage, mean
Standard Deviation and frequency counts. ANCOVA statistical technique was also used to
analyse the data collected using pre-test as a co-variant.
This study identified 5Es constructivist teaching model to be most appropriate. From the
findings, it was very clear that experimental group performed better than the control group. This
is an indication that the constructivist-based method is very effective in enhancing meaningful
learning among students. Recommendations were made based on the findings.
Description:
A dissertation in the Department of Information Technology
Education, Faculty of Technical Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Science
(Information Technology Education)
in the University of Education, Winneba
MAY 2020
