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.
Description:
A thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School
of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
