The impact of the constructivist- based instructional model on students’ learning outcome in ICT (UWR-Lawra Municipality)

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.