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

Creative Commons License

Akar H., Yıldırım A.

NEW EDUCATIONAL REVIEW, vol.21, pp.57-70, 2010 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 21
  • Publication Date: 2010
  • Journal Indexes: Social Sciences Citation Index, Scopus
  • Page Numbers: pp.57-70


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.