Volume 17, No. 1, 2020

The Effectiveness Of Constructivist Pedagogy On Mathematical Concept Attainment


Neelam Suman , Dr. Sangeeta Chauhan

Abstract

In the present research all the class seventh students of U.P. board belonged to Lucknow city the population and all the 47 students of class seventh of �Upper Primary School Mukarimnagar Lucknow� were the sample of the study. The school was selected by purposive sampling and students were selected by the lottery system of random sampling. The researcher taught all 20 students of the experimental group through self-made constructivist pedagogy-based teaching modules by using the �Non-Equivalent Post-Test-Only Control Group design�. The 20 students in the control group were taught the pre-determined unit from the selected mathematical books by using the traditional teaching method. For the evaluation of obtained data used the self-developed and standardized �concept attainment test�. The normality was found 0.586 of the experimental group and 0.831 was found of the traditional group. The value of homogeneity of variance was found 0.490. The mean of concept attainment test scores of the experimental groups was 31.55 and the mean of the control group was 20.85. The obtained t-value 9.1688 was significant at 0.01 level. Hence constructivist pedagogy method would be found 78.87% effective and the traditional teaching method was 52.12% effective to enhance mathematical learning and concept attainment of students.


Pages: 659-667

Keywords: Constructivism, Concept Attainment, Constructivist Pedagogy, Mathematics.

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