Effect of Constructivist Learning on Student Achievement in Pre-service Teacher Education
NEW EDUCATIONAL REVIEW, cilt.21, ss.57-70, 2010 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 21
- Basım Tarihi: 2010
- Dergi Adı: NEW EDUCATIONAL REVIEW
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.57-70
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
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.