Effect of Constructivist Learning on Student Achievement in Pre-service Teacher Education

Date

2010-01-01

Author

Akar, Hanife

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The purpose of this study was to understand the impact of the social constructivist environment on student achievement in teacher education. An experimental design where the experimental group (n = 66) was subjected to social constructivist environments, and the control group (n = 59) was subjected to traditional learning instruction was used. All the participants were administered an achievement test as a pre-test, and post-test. The same test was also administered as a retention test after a three-month summer holiday. The findings showed that there were no significant mean differences in student achievement in pre-test and post-test scores, however, there was a significant difference in the students' retention test scores in favour of the experimental group.

Subject Keywords

Social constructivism, Achievement, Retention of knowledge, Teacher education

URI

https://hdl.handle.net/11511/54681

Journal

NEW EDUCATIONAL REVIEW

Collections

Department of Educational Sciences, Article

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Citation Formats

H. Akar, “Effect of Constructivist Learning on Student Achievement in Pre-service Teacher Education,” NEW EDUCATIONAL REVIEW, pp. 57–70, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54681.