Efficacy of Constructivist Approach (CA) in Teaching Science at Upper Primary Level Students of Tripura

Abstract

In the 21st century, modern-day teachers are under immense pressure to employ innovative instructional techniques to enhance and shape their students' cognitive abilities. Constructivist approach is a modern student-centred approach of teaching where students construct their knowledge based on active involvement and  experience. The present study was conducted to assess the effectiveness of the Constructivist Approach (CA) on upper primary students' conceptual understanding of Science. The research objectives included creating lesson plans incorporating the Constructivist Approach and evaluating its impact on students' comprehension. The investigation employed an experimental methodology involving a sample of 40 students. Researchers analysed the difference between pre-test and post-test scores of experimental and control groups. The findings revealed a notable disparity in conceptual understanding scores between the two groups, with the experimental group receiving instruction through the Constructivist Approach and the control group taught using conventional teaching methods. The findings indicated that the group instructed with the constructivist approach outperformed the conventional teaching group in delayed performance after two weeks, i.e., retention levels were higher with the constructivist approach.