Effect of constructivist learning on student achievement in Classroom Management course in pre service teacher education

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2010-01-01

Author

Akar, Hanife

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The purpose of this study was to understand the impact of 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 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. 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 students’ retention test scores in favour of the experimental group.

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https://hdl.handle.net/11511/85237
https://tner.polsl.pl/dok/volumes/tner_2_2010.pdf

Journal

The New Educational Review

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Department of Educational Sciences, Article

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Citation Formats

H. Akar, “Effect of constructivist learning on student achievement in Classroom Management course in pre service teacher education,” The New Educational Review, pp. 57–71, 2010, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/85237.