Vol. 5 (Iss. 4) 2024, pp. 761-771 African Journal of Empirical Research https://ajernet.net ISSN 2709-2607 Vol. 5 (Iss.

Vol. 5 (Iss. 4) 2024, pp. 761-771 African Journal of Empirical Research https://ajernet.net ISSN 2709-2607

Effect of Teachers Attitudes towards Teaching on Students’ Performance in Mathematics Subject in negative beliefs about teaching, affecting instructional success, while in Tanzania, Chaula (2023) reported that
Public Day Secondary Schools in Rwanda: A Case of Huye District insufficient collaboration among educators, students and parents hinders Mathematics performance.
In Rwanda, Simatwa et al. (2014) highlighted challenges related to educators' low social status, limiting their
Serapie Uwitonze1 motivation and social influence. At the local school level, issues such as frequent absences, substance abuse, and misuse
Hesbon Opiyo Andala2 of resources are documented, affecting teaching quality and student performance. This has led to concerns from officials
in regions like Rongo, where disciplinary actions are common. There is a pressing need for interventions that address
1
serauwi5@gmail.com teachers' attitudes to enhance educational quality and student outcomes. Further, studies like Farrant (2014) note varying
2
heandala@gmail.com perceptions of teaching, with some viewing it as challenging and others as straightforward. Silverman (2017) describes
teaching as a blend of art and technology, requiring both creativity and method. Pit-ten Cate (2018) also found that
1,2
Mount Kenya University teachers' attitudes play a crucial role in students’ performance in Mathematics, with positive teacher attitudes fostering
……………………………………………………………………………………………………………………………………….… better academic results and classroom engagement.
The current research in Huye District, Rwanda, investigates how teachers' attitudes affect mathematics
ABSTRACT
achievement in public secondary schools. The study aims to explore specific attitudes affecting student success and to
The study investigated how teachers' attitudes toward teaching influenced students' academic progress in mathematics in a public identify strategies that improve teacher perceptions and practices in Mathematics instruction, with the goal of enhancing
secondary school in Huye District. Specifically, the research identifies the teachers' attitudes toward teaching that could influence educational outcomes in the region.
the achievement of pupils in Mathematics-related subjects in public day secondary schools in Huye district. Guided by the Theory
of Planned Behavior, this study used a combined method approach to collect both quantitative and qualitative data to examine how 1.1 Statement of the Problem
teachers' attitudes influence their teaching practices in Mathematics. Purposive and random sampling were applied to select sectors, In Sierra Leone, poor Mathematics performance in national exams has highlighted the importance of teacher
schools, and participants, allowing for systematic data collection and analysis on teachers' attitudes and their influence on students’ commitment and skill, particularly in Mathematics. Boadu (2020) identified Mathematics as the least mastered subject,
performance. The target population for this study was 200, including 3 sector educational officers, 5 head teachers, 25 mathematics with WAEC results from 2013 to 2018 showing only a 7.2% pass rate at the honours level. This trend is attributed to
teachers and 167 Mathematics students; and the Yamane method was used to calculate a sample size of 134 respondents including factors such as inadequate training, lack of instructional resources, and teachers’ focus on personal business during
2 sector educational officers, 3 Head teachers, 15 teachers and 114 students. Primary data sources included surveys, while
school hours, as Ogembo et al. (2015) noted. Without adherence to professional norms, teachers’ lax attitudes and
secondary data came from observation and interview methods. This study used purposive, stratified and simple random sampling
procedures to create a sample group of respondents. The research collected and analyzed data using both quantitative and inconsistent commitment to teaching continue to hinder students' academic growth, jeopardizing educational
qualitative approaches. Content analysis helped with qualitative data analysis, while quantitative data was presented in SPSS advancement and socioeconomic development.
Version 21.0 utilizing statistical methods such as descriptive (frequency, percentage, imply and deviation from the mean) and Studies have shown that teachers’ attitudes directly influence student-learning outcomes Jelman and Mangut
inferential statistics (correlational and regression analysis). For the study objective, the results show that 76.3% strongly agreed (2023) observed that educators' perspectives can motivate or hinder students' willingness to learn. Similarly, Adu and
that teachers' communication skills, 69.3% strongly agreed that effective goal-setting, 64.9% strongly agreed that lesson Olatundun (2007) found that positive teacher traits correlate with higher academic achievement among secondary school
preparation, 61.4% strongly agreed that lesson preparation, 78.1% strongly accepted that professional commitment, and 68.0% students. James (2018) emphasized that teacher attitudes significantly affect classroom attentiveness, while Khanal
highly agreed that adaptability and flexibility reflect my teachers' attitudes toward teaching. 64.9% strongly agreed that early (2024) noted that teachers' positive attitudes enhance students’ personalities and academic performance. These studies
arrival in class during the teaching lesson reflects the teachers' attitudes toward teaching. The study found a strong positive collectively suggest that fostering positive teacher attitudes is essential to improving students' engagement and success.
correlation between exams, test results, and factors like interpersonal skills, goal-setting, lesson preparation, and professional In Rwanda, educators’ attitudes toward teaching and the learning environment have significantly affected
commitment, which all contributed to improved student performance. The researcher concluded that early attendance and
student performance, with many students underachieving academically. Salongo (2012) attributes this
communication skills of teachers were also linked to positive educational outcomes, with tests enhancing performance across
subjects. With a p-value below 0.05, the study showed that active class participation boosts effectiveness. Recommendations underperformance to factors such as low wages, poor working conditions, and a general lack of motivation among
included improving teacher attitudes towards math, enhancing confidence, making Math enjoyable, investing in teacher training, teachers. To supplement their incomes, many educators engage in secondary jobs, which often interfere with their
providing resources and encouraging community involvement in Math careers. Regular follow-ups and ongoing professional teaching responsibilities and commitment to student achievement. He also added that some educators even hold roles in
development for teachers were also advised. local government or other enterprises, requiring them to attend meetings that conflict with their teaching schedules,
further disrupting student progress. It is in this context that the study seeks to investigate the impact of instructors'
Keywords: Academic Performance, Attitudes, Mathematics, Teaching, Public Day Secondary School attitudes toward teaching on students' academic achievement in mathematics at a public secondary school in Huye
……………………………………………………………………………………………………………………………………….… District.

I. INTRODUCTION 1.2 Research Objectives

Determine how instructors' attitudes towards teaching impact students' performance in Mathematics at public
Internationally, attitudes are widely recognized as influencing behaviors across professional settings. Robbins high day schools in Huye district, Rwanda.
(2013) describes attitudes as emotional predispositions formed through experiences, influencing one’s response to
people and situations. In workplaces, Kammeyer-Mueller et al. (2016) highlight that employees' emotional connections 1.3 Research Question
to their jobs shape their commitment and productivity. Similarly, Harrison et al. (2006) argue that while attitudes may How do instructors' attitudes affect students' academic achievement in Mathematics at secondary schools that
not be directly observable, they can be inferred from behaviors, falling into cognitive, emotional, and behavioral are publicly funded in Huye District?
reactions to the object of attitude. In addition, Mathematics performance in public day schools is often hindered by
limited resources, inconsistent teacher training, and fewer academic hours compared to boarding schools (Education II. LITERATURE REVIEW
Policy Review, 2019). However, schools emphasizing teacher development and parental support have shown improved
student outcomes in Mathematics (Smith & Brown, 2022). 2.1 Theoretical Review
Regionally, research highlights that attitudes among educators significantly influence both their work and A theoretical review emphasizes the conceptual aspects of a subject rather than its practical application. It
interactions. In South Africa, McCarthy and Oliphant (2013) emphasize the need for improved teaching methods in presents various concepts as theories, regardless of their proven accuracy. This section outlines the theories reviewed to
Mathematics and science, addressing the impact of teachers' attitudes on student performance. In Zambia, Chilufya underpin the foundation of this study. Theoretical perspectives on teachers’ attitudes toward teaching emphasize their
(2022) found that teachers' positive attitudes enhance student outcomes, particularly when supported by adequate impact on students’ academic achievement, particularly in Mathematics. Studies reveal that many secondary school
training and resources. Additionally, in East Africa, Adoyo (2015) identified challenges like inadequate resources and teachers exhibit negative attitudes toward their profession, which hinders educational outcomes. Hussain et al. (2011)
highlight that teacher anxiety, motivation, and self-efficacy shape attitudes toward teaching Mathematics. Gresham
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Vol. 5 (Iss. 4) 2024, pp. 761-771 African Journal of Empirical Research https://ajernet.net ISSN 2709-2607 Vol. 5 (Iss. 4) 2024, pp. 761-771 African Journal of Empirical Research https://ajernet.net ISSN 2709-2607

(2018) points out that instructional anxiety decreases with experience, while Ameen et al. (2012) find that factors such The target population consisted of students, teachers, school administrators, and educational officers within
as age and background affect teachers’ confidence in teaching Mathematics. Positive attitudes, as Gürbüz and Kışoğlu Huye District. With 45 public secondary schools and approximately 29,250 students and 350 teachers (Habimana, 2022),
(2017) note, can benefit both teachers’ careers and student success in mathematics. a sample of 200 was initially targeted, covering key stakeholders in Ngoma, Simbi, and Tumba sectors. Sampling
Student performance in Mathematics requires a foundational understanding of numbers and algebra, which is methods included random and purposive techniques to ensure that various perspectives were adequately represented.
essential for later success in complex math concepts. Studies like those by Clements and Sarama (2020) suggest that Using Yamane's (1976) formula as cited by Jones and Jayawardena (2019), a final sample size of 134 respondents was
Math education should focus on qualitative and numerical magnitudes, emphasizing progression in skills rather than determined, providing a balance of diverse demographics and roles within the district.
strict sequences. Kieran (2018) show that with early exposure, students can develop proficiency in algebra, which Fuchs Data collection involved multiple instruments, including questionnaires, interviews and documentation review.
et al. (2020) also support, arguing that starting algebraic thinking early helps build resilience against challenges Questionnaires featured closed- and open-ended questions to balance response manageability with depth (Zhou et al.,
encountered later in advanced Mathematics. 2017), while interviews with administrators enabled deeper insights into institutional dynamics influencing teaching
Teachers’ attitudes significantly influence students' Math performance. Scanlon and Barnes-Holmes (2013) attitudes. To ensure validity, the instruments were reviewed by field experts (Cohen et al., 2017), and reliability was
observed that negative teacher attitudes and a lack of confidence, especially in adapting to technology, negatively impact enhanced through pilot testing and split-half reliability techniques. Ethical considerations emphasized informed consent,
students. With the rise of educational technology, some teachers struggle with integration, which may lead to less confidentiality, and anonymity, as recommended by Kaewkungwal and Adams (2019), to uphold respondent trust and
effective teaching. According to Peterson et al. (2016), when teachers have high expectations and positive attitudes, integrity throughout the study.
students are more likely to achieve academically. Thus, teachers’ perceptions and confidence in their students' abilities
play a critical role in their academic engagement and success. Furthermore, the labels and classifications teachers assign IV. FINDINGS & DISCUSSION
to students can affect students' self-perception and academic performance. Haralambos and Holborn (2018) found that
teachers' classifications influence students’ confidence and drive for learning. Demanet and Van Houtte (2012) This section is consisting with data presentation, interpretations and discussions. The researcher distributed 134
emphasize that students labeled as talented benefit more from personalized attention, while those labeled less capable questionnaires to teachers and students across various sectors in Huye District, conducted semi-structured interviews
may lose motivation. This effect underscores the importance of teachers’ attitudes in fostering an inclusive and with teachers, and interviewed sector educational officers and head teachers. Out of these, 133 questionnaires were fully
supportive learning environment. completed and returned by students, resulting in a 99.2% response rate.

2.2 Empirical Review 4.1 Response Rate

Teachers' attitudes play a significant role in shaping students' academic performance in mathematics. Studies
show that educators' behaviours, including their enthusiasm, subject knowledge, and professionalism, directly affect Table 1
student success (Erdoğdu & Özdemir, 2013). For example, Kahveci (2023) found that teachers lacking in both Response Rate
pedagogical skills and respectful behaviour could demotivate students, influencing their learning outcomes negatively. Category Participants Responses %
On the other hand, when teachers demonstrate fairness, competence, and consistent support, they foster a positive Sector Educational Officers 2 2 100
learning environment that improves students' motivation and academic engagement (Chuang, 2014). Head-teachers 3 3 100
Effective teaching also relies on teachers’ preparation and positive interpersonal skills. Stronge (2018) Teachers 15 14 93.4
emphasized that good teachers maximize learning opportunities by managing class time effectively, setting high Students 114 114 100
standards, and using engaging activities. Teachers' professional growth, as well as ethical conduct, is also essential in Total 134 133
promoting student success. Research by Prickett (2016) highlights the importance of ethical values in education,
showing that teachers' commitment to growth and ethical principles significantly benefits their teaching quality and
The table 1 illustrates the response rates among different participant categories in the study, showing that Sector
relationships with students.
Educational Officers, Head Teachers and Students all had a 100% response rate, while Teachers had a slightly lower
Teachers' behaviours can either facilitate or hinder students’ mathematics performance. Ramzan et al. (2023)
response rate of 93.4%. The overall response rate was exceptionally high, with nearly all participants completing the
found that a positive teacher attitude could boost academic achievement by creating a supportive and encouraging
survey, ensuring comprehensive data collection and enhancing the reliability of the study’s findings.
classroom environment. Conversely, when teachers display negative attitudes, it can demotivate students, leading to
decreased engagement and performance (Araromi & Salman, 2020). In Mathematics, creating a supportive environment
4.2 Respondents Characteristics
and demonstrating enthusiasm are especially critical, as they help students overcome any intimidation they may feel
This study collected information on age, gender, education level, and teaching experience at day secondary
toward complex mathematical concepts (Hernandez-Martinez & Vos, 2018).
schools in Huye district, Rwanda. The table 2 summarizes respondents' demographics by gender, age, education, and
Classroom and working conditions, along with remuneration, impact teachers' attitudes and, in turn, students’
work experience. Males made up 61.2% of the sample, with 85% of respondents aged between 12-20. Educationally,
performance. Poor working conditions and low salaries are common stressors for teachers, leading to decreased job
85% had no degree because they are still secondary students, while smaller groups held A1 diplomas (2.8%), Bachelor’s
satisfaction and burnout (Toropova et al., 2021). Budhathoki (2021) pointed out that improved physical environments
degrees (11.2%), and Master’s or PhDs (1%). Among non-students, 25% had under 5 years of experience, 40% had 5-
and adequate resources positively affect teachers' outlook and instructional effectiveness. Well-equipped schools foster
10 years and 35% had over 10 years. The data in this table reflects a predominantly young, male sample with a limited
better teaching experiences, which are crucial for boosting both teachers' job satisfaction and students’ academic
number of respondents holding higher education degrees, and varying levels of work experience among non-students.
outcomes.

III. METHODOLOGY

This research utilized a combined method approach to collect both quantitative and qualitative data to explore
the impact of teachers' attitudes on students' academic performance in Mathematics within Huye District's public
secondary schools. Mixed methods, combining qualitative and quantitative approaches, allow for comprehensive
analysis, supporting both statistical validation and in-depth understanding (Bergin, 2018). A case study approach, as
defined by Kaleli-Yilmaz (2015), provided an intensive examination of this specific educational setting. The survey
research design facilitated data collection from students, teachers, and administrators through questionnaires, capturing
their attitudes, beliefs, and experiences related to mathematics education in secondary schools.

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Table 2 preparation positively (mean score of 1.20). Furthermore, 73.3% believe that entering class early also indicates their
Demographic Information of Respondents teaching attitudes (mean score of 1.60). These findings suggest a strong consensus among teachers on the influence of
Descriptive Label Frequency Percentage their attitudes on student performance in Mathematics.
Male 82 61.2 Overall, the data indicate that teachers in the Huye district generally perceive that their attitudes especially in
Gender of Respondents communication skills, professional commitment, and effective practices like goal-setting and lesson preparation play a
Female 52 38.8
Age 12-20 114 85 critical role in influencing students' performance in Mathematics. The relatively low variability in most responses
Age 21-30 8 6 suggests a strong consensus among teachers regarding these attitudes. These findings align with Ndayishimiye’s (2018)
Age of Respondents Age 31-40 5 4 study in Kamonyi District 12YBE schools that explored how teacher quality influences Mathematics achievement.
Age 41-50 4 2.8 Using a mixed-methods approach, it gathered quantitative and qualitative data from 196 students, teachers and
Age 51 and above 3 2.2 principals. Findings indicated that teacher traits like monitoring, communication skills, subject knowledge, teamwork,
Education of Respondents Without degree 114 85 and constructive feedback significantly influence student progress.
A1 4 2.8
Bachelor’s Degree (Ao) 15 11.2 Table 4
Master’s Degree and PhD 1 1 Students Perceptions Towards the Teachers’ Attitudes Towards Teaching that may Affect Students’ Performance in
Less than 5 years 5 25 Mathematics Subject in Public Day Secondary Schools in Huye District
Work Experience (Except Students) 5 -10 Years 8 40 Statements Strongly Disagree Neutral Agree Strongly Mean Std
Above 10 years 7 35 Disagree Agree
N % N % N % N % N %
4.3 Presentation of Findings Communication skills of teachers
The study analyzed data from 133 respondents to examine teachers' attitudes towards teaching and their impact indicate my teachers’ attitudes 0 0.0 1 0.9 2 1.8 24 21.1 87 76.3 1.400 1.057
on students' achievement in Mathematics in public day secondary schools in Huye district, Rwanda, addressing both towards teaching
qualitative and quantitative research goals. Effective goal-setting indicate my
0 0.0 2 1.8 16 14.0 25 21.9 71 62.3 1.40 0.675
teachers’ attitudes towards teaching
4.3.1 The Teachers’ Attitudes towards Teaching that may Affect Students’ Performance in Mathematics Subject Lesson preparation indicate my
0 0.0 1 0.9 16 14.0 26 22.8 74 64.9 1.344 1.051
The study underscored aspects of teachers' attitudes that could affect students' performance in mathematics in teachers’ attitudes towards teaching
Huye district's public day secondary schools. Proposed indicators include teachers' communication skills, effective goal- Professional commitment indicates
setting, lesson preparation, professional dedication, adaptability, flexibility, and punctuality in starting classes. The my teachers’ attitudes towards 0 0.0 1 0.9 1 0.9 18 15.8 70 61.4 1.24 0.485
teaching
tables below summarize participants' responses to these statements.
Adaptability and flexibility indicate
my teachers’ attitudes towards 0 0.0 0 0.0 1 0.9 24 21.1 89 78.1 1.400 1.068
Table 3 teaching
Teachers Perceptions on the Teachers’ Attitudes towards Teaching that may Affect Students’ Performance in Early entry into class during the
Mathematics Subject in Public Day Secondary Schools in Huye District teaching lesson indicate my 0 0.0 1 0.9 9 7.9 25 21.9 79 68.1 1.466 1.072
Statements Strongly Disagree Neutral Agree Strongly Mean Std teachers’ attitudes towards teaching
Disagree Agree
N % N % N % N % N % Table 4 data shows that a majority of respondents strongly agreed on various indicators of teachers' attitudes:
Communication skills of teachers 89 (76.3%) on communication skills, 71 (69.3%) on goal setting, 74 (64.9%) on lesson planning, 70 (61.4%) on
indicate the teachers’ attitudes 0 0.0 0 0.0 0 0.0 3 20.0 12 80.0 1.536 1.728 instructional approach, 89 (78.1%) on professional dedication, 79 (68.0%) on adaptability and 79 (64.9%) on early class
towards teaching
arrival. These findings align with James’ (2018) research on the Meitei Pangal, an indigenous Manipuri Muslim minority
Effective goal-setting indicate the
in Manipur, India, who struggled with Mathematics. Key factors affecting performance included student attitudes toward
teachers’ attitudes towards 0 0.0 0 0.0 2 13.3 3 20.0 10 66.8 1.503 1.123
teaching mathematics, effective classroom goal-setting, school support, and teacher attitudes. The study examines how teacher
Lesson preparation indicate the attitudes affect Meitei Pangal students' Mathematics success and recommends strategies to improve these attitudes,
teachers’ attitudes towards 0 0.0 0 0.0 2 13.3 4 26.7 9 60.0 1.20 .414 promoting greater engagement in science and technology fields.
teaching
Professional commitment indicates Table 5
the teachers’ attitudes towards 0 0.0 0 0.0 0 0.0 3 20.0 12 80.0 1.47 .743 Regression Coefficients between Independent Variable and Exams and Test Results
teaching Unstandardized Standardized
Early entry into class during the Coefficients Coefficients
teaching lesson indicate the Model B Std. Error Beta t Sig.
0 0.0 0 0.0 1 6.7 3 20.0 11 73.3 1.60 .414
teachers’ attitudes towards 1 (Constant) 1.179 .106 11.080 .000
teaching Communication skills -.100 .072 -.118 -1.381 .010
Effective goal-setting -.006 .080 -.307 -.069 .006
Table 3 provides insights into teachers' perceptions of how their attitudes toward teaching impact students' Lesson preparation -.197 .074 -.233 -2.653 .009
performance in Mathematics at public day secondary schools in the Huye district. It shows that a significant majority of Professional commitment .101 .067 .433 1.499 .001
teachers recognize the importance of various teaching practices, with 80% agreeing that communication skills and Early entry into class during the teaching lesson .353 .058 .412 6.076 .000
professional commitment reflect their attitudes, as indicated by mean scores of 1.536 and 1.47, respectively. a. Dependent Variable : Exams and test results
Additionally, 66.8% agree on the importance of effective goal-setting (mean score of 1.503), while 60% view lesson

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The regression analysis in Table 5 shows the impact of various teacher attitude factors on students' exam and Table 8
test results. Significant positive influences include professional commitment (B = 0.101, Sig. = .001) and early class Regression Analysis between Independent Variable and Excellent Achievement in Mathematical Subject-Related
entry, which has the strongest positive effect (B = 0.353, Sig. = .000). In contrast, communication skills (B = -0.100, Activities
Sig. = .010), goal-setting (B = -0.006, Sig. = .006), and lesson preparation (B = -0.197, Sig. = .009) are negatively Unstandardized Standardized
associated with student outcomes, though with varying impact levels. The significant p-values (Sig.) indicate that these Coefficients Coefficients
teacher-related factors have measurable impacts on students' academic performance, with professional commitment and Model B Std. Error Beta t Sig.
early class entry showing positive effects, while other factors have negative associations. 1 (Constant) 1.391 .139 10.026 .000
Communication skills -.113 .094 -.211 -1.201 .031
Table 6 Effective goal-setting .302 .105 .300 2.881 .004
Lesson preparation -.134 .097 -.341 -1.385 .000
Regression Coefficients between Independent Variable and Homework Completion
Professional commitment -.172 .087 -.187 -1.970 .050
Unstandardized Standardized
Coefficients Coefficients Early entry into class during the teaching lesson .202 .076 .195 2.673 .008
Model B Std. Error Beta t Sig. a. Dependent Variable: Excellent Achievement in Mathematical Subject-Related Activities
1 (Constant) 1.306 .123 10.647 .000
Communication skills -.079 .084 -.687 -.946 .005 This regression analysis table examines factors affecting students' excellent achievement in Math-related
Effective goal-setting -.018 .093 -.720 -.195 .034 activities. Effective goal-setting (B = 0.302, p = .004) and early class entry (B = 0.202, p = .008) have significant positive
Lesson preparation -.112 .085 -.324 -1.310 .021 effects, suggesting these practices enhance performance. In contrast, communication skills (B = -0.113, p = .031), lesson
Professional commitment .099 .077 .122 1.276 .003 preparation (B = -0.134, p = .000), and professional commitment (B = -0.172, p = .050) show negative associations,
Early entry into class during the teaching lesson .211 .067 .230 3.157 .002 implying that while goal-setting and punctuality are beneficial, certain traditional preparations might not directly
a. Dependent Variable : Homework completion correlate with excellence in Math activities.

Table 6 presents a regression analysis on how communication skills, goal-setting, lesson preparation, 4.3.2 Qualitative Results
professional commitment, and prompt class entry relate to homework completion. Communication skills (B = -0.687, p In interviews with two sector educational officers and three head teachers from Huye District, insights were
= 0.005) and goal-setting (B = -0.720, p = 0.034) were negatively significant, while lesson preparation (B = -0.324, p = gathered on the impact of teaching Mathematics and teacher attitudes on students’ acquisition of learning skills. When
0.021) also showed a negative effect. In contrast, early class entry (B = 0.122, p = 0.003) and professional commitment asked about their views on teaching Mathematics, the educational leaders emphasized the importance of teachers’
(B = 0.230, p = 0.002) positively influenced homework completion. This analysis underscores a strong relationship attitudes in fostering an environment conducive to learning. They noted that when teachers demonstrate a positive
between these factors and high national test scores. approach, it could lead to increased engagement and curiosity among students. Schools in the district reportedly foster
a supportive attitude towards teaching Mathematics, with teachers encouraged to develop effective communication skills
Table 7 and goal-setting practices that inspire students to improve their skills.
Regression Analysis between Independent Variable and Improve Class Participation The educational leaders highlighted that positive teacher attitudes toward teaching Mathematics directly affect
Unstandardized Standardized student performance. Teachers who are enthusiastic and committed to the subject tend to engage students more
Coefficients Coefficients effectively, resulting in better performance and understanding of mathematical concepts. Observably, these attitudes
Model B Std. Error Beta T Sig. have fostered a supportive learning environment where students feel motivated to participate, thereby enhancing their
1 (Constant) 1.089 .120 9.081 .000 learning experience. Additionally, the respondents shared that they have noticed improved application of mathematical
Communication skills .013 .082 .014 .163 .007 concepts by students, which they attribute to the influence of positive teacher attitudes.
Effective goal-setting .243 .091 .163 1.677 .015
Finally, the interviews revealed a strong connection between teaching Mathematics, teacher attitudes, and
Lesson preparation -.195 .084 -.205 -2.336 .020
students' skills acquisition. Leaders noted that supportive attitudes and structured teaching approaches contribute to the
Professional commitment -.196 .076 -.230 -2.590 .010
Early entry into class during the teaching lesson .461 .065 .478 7.043 .000
development of critical thinking and problem-solving abilities in students. Such practices not only improve participation
a. Dependent Variable: Improve class participation but also lead to higher scores and a deeper interest in the subject. Ultimately, the educational leaders concluded that
teacher attitudes play a crucial role in reinforcing students' academic engagement, ensuring that the learning process in
The regression analysis in this table examines factors influencing improved class participation, showing that Mathematics is both skill-oriented and impactful. These findings align with Barkley and Major (2020), who emphasize
early entry into class (B = 0.461, p = .000) has the strongest positive effect. Effective goal-setting (B = 0.243, p = .015) that motivation for both instructors and students is essential for an engaging scientific education, promoting a positive
and communication skills (B = 0.013, p = .007) also positively contribute to class participation, though with smaller outlook and improved academic outcomes. Gürbüz and Kışoğlu (2017) further highlight that a teacher's career attitude
impacts. Conversely, lesson preparation (B = -0.195, p = .020) and professional commitment (B = -0.196, p = .010) are directly affects their teaching effectiveness, with positive attitudes enhancing career satisfaction. Haile (2020) adds that
negatively associated with class participation. These results suggest that punctual class entry and goal-setting play new teachers’ attitudes toward teaching are influenced by social, political, and economic factors, as well as workplace
crucial roles in enhancing class engagement, whereas preparation and commitment may not directly encourage conditions, such as the headmaster's attitude and interpersonal dynamics within the institution, which all affect
participation. instructional success in Mathematics.
Also, the findings match with Stronge (2018) who defines an effective instructor as one who prepares thoroughly
for lessons, utilizes time wisely to engage students, fosters confidence with high standards, accommodates diverse
learning needs, and enhances learning through creative activities. He emphasizes the importance of forming
interpersonal connections with students, maintaining a positive attitude, making each student feel included, showing
compassion, forgiving mistakes, and recognizing personal shortcomings. Teachers' professional competence is
evidenced by their ability to positively influence students and engage with them. Additionally, personal accountability
to ethical standards drives teachers to prioritize professional development and fulfill their responsibilities. According to
Ramzan et al. (2023), ethical teachers demonstrate a commitment to continuous learning, respect for students, parents,
and colleagues, and adherence to regulations.
V. CONCLUSIONS & RECOMMENDATIONS

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Chilufya, M. M. (2022). Understanding the sources, application and enhancement of information communication and
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The study aimed to explore how teachers' attitudes toward teaching affect students' performance in Mathematics dissertation, The University of Zambia).
at public day secondary schools in the Huye District of Rwanda. The study highlighted a predominantly male Chuang, Y. T. (2014). Increasing learning motivation and student engagement through the technology-supported learning
demographic among respondents, with a majority of teachers and students identifying as male. Most respondents were environment. Creative Education, 5(23), 1969.
young adults, and nearly all teachers held bachelor's degrees, with a significant portion having over ten years of Cohen, L., Manion, L., & Morrison, K. (2017). Mixed methods research. In Research methods in education (pp. 31-50).
experience. This suggests a well-educated and experienced teaching workforce. Teachers acknowledged the importance Routledge.
of communication skills, effective goal-setting, and professional commitment as key indicators of their teaching Demanet, J., & Van Houtte, M. (2012). Teachers’ attitudes and students’ opposition. School conduct as a reaction to
attitudes. teachers’ diminished effort affect. Teaching and Teacher. Journal of Education Performance, 3(7), 95-132
The analysis revealed strong positive relationships between various teaching factors and student performance. Education Policy Review. (2019). Factors Affecting Academic Performance in Developing Countries. Journal of
Effective communication skills and professional commitment were linked to better student outcomes in mathematics. Education Policy and Planning, 34(2), 105-123.
Additionally, factors such as goal-setting and lesson preparation played a significant role in influencing exam results Erdoğdu, M., & Özdemir, M. (2013). On eigenvalues of split quaternion matrices. Advances in Applied Clifford
and homework completion. Overall, the findings emphasize the crucial impact of positive teacher attitudes on student Algebras, 23, 615-623.
performance, indicating a need for professional development that focuses on enhancing communication and goal-setting Farrant, K. J. (2014). Teaching socioscientific issues and ethical decision-making: a self study (Doctoral Thesis, Massey
skills. University, Manawatū).
Interviews with two educational officers and three head teachers in Huye District revealed that teachers' attitudes Fuchs, L., Fuchs, D., Seethaler, P. M., & Barnes, M. A. (2020). Addressing the role of working memory in mathematical
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5.2 Recommendations Haile, E. S. (2020). School leadership towards teacher job satisfaction: a case study in public secondary schools in
Based on the findings to this study, the researcher recommends enhancing students' performance in Addis Ababa, Ethiopia (Doctoral dissertation, Doctoral dissertation).
Mathematics, that teachers focus on improving their communication skills, goal-setting practices, and lesson Haralambos, M., & Holborn, M. (2018). Sociology: Themes and Perspective (7th Ed.). London: Collins.
preparation. Professional development programs should be implemented to foster teachers' commitment and adaptability Harrison, D. A., Newman, D. A., & Roth, P. L. (2006). How important are job attitudes? Meta- analytic comparisons of
in their teaching approaches. Schools should also encourage early entry into class and create an engaging learning integrative behavioral outcomes and time sequences. Academy of Management journal, 49(2), 305-325.
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school students: Prevalence, strategies and challenges for public secondary school managers in Kenya: A case extra-curricular and creative activities. Research has indicated that technical and innovative methods in
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Outcomes. International Journal of Educational Research, 58(4), 412-428.
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Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working education, and measures to improve pedagogical approaches.
conditions and teacher characteristics. Educational review, 73(1), 71-97.
Zhou, R., Wang, X., Zhang, L., & Guo, H. (2017). Who tends to answer open-ended questions in an e-service survey? Keywords: Activities, Children, Early Childhood Education, Measures, Pedagogical Approaches,
The contribution of closed-ended answers. Behaviour & Information Technology, 36(12), 1274-1284. Schools, Teachers

Pedagogical approaches in early childhood education are based on the approaches that are
dedicated towards promoting learning among children. The pedagogical approaches are required to
focus upon various aspects. These include, child-centred learning, play-based learning, participatory
teaching and commitment to non-violence. In other words, when the pedagogical approaches are
put into operation in the field of early childhood education, it needs to be ensured, the approaches
are focused upon children. The play-based learning methods needs to be emphasised upon as
learning begins with play. The students need to be dealt with kindness and courtesy. In some cases,
working with nursery school students and teaching them is overwhelming. But it is vital for the
teachers to develop constructive viewpoints and deal with students in an effective manner.
Furthermore, there should be provision of equal rights and opportunities and there should not be
any kind of discrimination on the basis of any factors, such as, caste, creed, race, religion, gender,
ethnicity, age, gender, and socio-economic background.
Pedagogy is related to how or practices in educating the students. Educating or imparting
knowledge and understanding to the students in terms of lesson plans or academic concepts is not
an easy task. In other words, the teachers need to be well-equipped in terms of pedagogical methods
and approaches that are needed to implement the job duties in an effective manner and achieve the

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desired outcomes. Pedagogical approaches are concerned with the set of instructions, techniques Pedagogy, 2001). It is apparent that in nursery schools, the students need constant care and
and methods, which enable the learning to take place and make provision of opportunities for the supervision from the teachers. When they are learning academic concepts or participating in
acquisition of knowledge, competencies, attitudes and dispositions within a particular social and creative activities, the teachers are the ones, who need to ensure that they learn in an appropriate
material context. The pedagogical approaches that are put into operation by the teachers primarily manner. The expectations of the teachers, teaching strategies and curriculum methods in promoting
concern the students. They need to impart knowledge and students need to acquire knowledge. In the repertoire of cognitive and affective characteristics and competencies that students in nursery
order to promote student learning, it is vital for the teachers to put into operation effective teaching- schools need to learn and do well academically are vital factors that need to be focused upon.
learning materials as well. These include, books, visuals, technologies, pictures, flashcards and so Therefore, it can be stated that it is necessary to recognize the significance of pedagogical
forth. approaches in order to achieve academic goals and up-grade the overall system of education.

SIGNIFICANCE OF PEDAGOGICAL APPROACHES IN EARLY PEDAGOGICAL APPROACHES IN EARLY CHILDHOOD EDUCATION

CHILDHOOD EDUCATION The teachers or the practitioners are expected to make use of different pedagogical
Pedagogical methods refer to the elements that are used in pedagogical scenario or is approaches in instructing students. These approaches include, adult-led and child-initiated activities
referred to in a pedagogic strategy. A well-established and organized pedagogy is important in and free and structured play. Adult-led activities include the structured approaches with defined
teaching. The main reason being, when the teachers make use of various pedagogical approaches to learning intentions that are applicable to the whole class or to the groups. Pedagogical approaches
impart learning and understanding to the students, in some cases, students are able to acquire include child-centred and teacher-centred activities. The model of the integrated pedagogical
understanding of the lesson plans in an effective manner, whereas, in other cases, they experience approaches allows the components of playfulness in child-initiated and teacher-directed activities
setbacks. When they experience setbacks, it is the job duty of the teachers to provide help and (Bakar, Daud, Nordin& Abdullah, 2015). In other words, to facilitate student learning, it is
support. For this purpose, they either need to guide the learning abilities of the students or they need necessary to promote activities, which are carried out by students on their own as well as the
to modify or bring about improvements in pedagogical approaches. It is vital for the teachers to be activities, which are directed by the teachers. The pedagogical approaches have been stated as
mindful in terms of the ways that need to be put into operation in teaching students and they are follows:
able to acquire a deeper understanding of the academic concepts and creative activities. Therefore, Play-BasedApproach
implementation of pedagogical approaches in an effective manner will help the students to
understand the academic content satisfactorily. The play-based approach involves both child-initiated as well as teacher-centred learning.
The teacher encourages the student’s learning and inquiry through interactions that have the main
In a significant sense, pedagogy is an overarching concept. It is comprehensively referred to objective of augmenting their thinking and understanding. Play is regarded as a complicated activity
the deliberate process of cultivating development in the given culture and society. From this point with many aspects. Some of the characteristics of play are, spontaneous, free-to-fail, enjoyable,
of view, pedagogy has three basic components, i.e. curriculum or the content that is being taught; challenging, intrinsically motivated, engaging, imaginative and social. In nursery schools, play-
methodology or the way, teaching-learning methods and instructional strategies are put into based approach is primarily focused upon in promoting student learning. When the students get
operation and the techniques for promoting socialization among students in the repertoire of enrolled in nursery schools, at the initial stage, they are given playthings. This approach to learning
cognitive and affective skills required for successful functioning of the society that the education is can involve purposeful, facilitated, guided or free-play. When the students participate in play, the
aimed to promote. The second aspect of pedagogy is the curriculum. Curriculum or the content of teachers observe their performance to find out how they are learning (McGolerick, 2013).
teaching, may be designed to encourage learning processes, i.e. memory, attention and observation
and cognitive skills, i.e. reasoning, comparing, contrasting and classification. In addition, the Play is regarded as an especially important aspect of learning at an early ages due to the
acquisition of information is an indispensable aspect on the part of students (Curriculum and plasticity of student’s brain. When they are given playthings, they are able to develop motivation
Pedagogy, 2001). towards learning. In other words, their mind-sets gets stimulated towards learning. When they play
with a toy, which seems unique to them, it is apparent that they will feel pleasurable in learning. In
The teaching strategies or the methods that are implemented in the formulation of nursery schools, students have numerous interests. They feel pleasurable, when they get engaged in
curriculum and instructional strategies are regarded to be of utmost significance. These need to play activities. They usually develop motivation towards learning, when they are imparted
facilitate organized interactions among students as well as teachers. These include, roles of the information in terms of the environment, food items, family, animals, birds and so forth. When they
teachers, teaching styles and instructional techniques. The third aspect of pedagogy, which might be participate in extra-curricular and creative activities, the feel pleasurable and enjoy learning. When
thought of as cognitive socialization is referred to the role of the teachers (Curriculum and knowledge is imparted to the students in terms of academic concepts, then too the teachers make

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use of play activities in order to facilitate learning among students. Therefore, it can be stated, play- teachers would proceed towards the next. Therefore, it can be stated that themes helps the teachers
based learning is regarded as a significant approach in the field of early childhood education. as well as the students to form the design that brings in the structure to the whole of the approach
(Theme Based Approach, 2018).
A play-based approach is typically separated into several sections, i.e. science area, reading
nook, block section, kitchen, dolls, cars, art, musical instruments and so forth. Research has Activity-Based Approach
indicated that in nursery schools, students form close connection with playthings. In some cases,
The activity-based approach is the approach that is focused upon the initiation of activities
they are possessive as well and express unwillingness in giving their playthings to others.
that are put into practice by the teachers to encourage the participation of students. The activities
Therefore, the teachers impart them understanding that they need to give the toys and other
that are initiated in nursery schools are based on various subjects and concepts. These include,
playthings to fellow students. In other words, all students should have the right to play with various
academic concepts of alphabets, numbers, environmental concepts, drawing, painting, dance,
playthings. In schools, all students are encouraged to participate in play activities, before learning is
music, singing, role play, sports and physical activities. When the teachers feel that certain concepts
initiated in terms of other concepts. Therefore, it can be stated that play-based approach needs to be
are difficult to understand by the students, then they encourage their participation in activities, so
encouraged in order to familiarise the students towards the school environmental conditions.
they are able to acquire an efficient understanding of the academic concepts. Furthermore, their
Theme-Based Approach participation in activities also enables them to develop confidence in interacting with others and
overcoming any kind of apprehensiveness and vulnerability. Therefore, it can be stated that activity-
The theme-based approach is referred to the way of teaching and learning, whereby many
based learning approach is regarded as one of the crucial approaches in augmenting student
areas of the curriculum are connected together and integrated within the theme. Thematic units also
learning.
prove to be assisting to the teachers with the paving way to facilitate learning among students. In
nursery schools, students usually have their own ways of learning things. Therefore, with the When the activity-based approach is implemented, it needs to be ensured that they prove to
implementation of the theme-based approaches, the learning is facilitated among students, when be beneficial to the students in performing one’s tasks and activities in a well-organized manner.
they have their own ways of learning the concepts. Thematic units are common in nursery schools. When the students are participating in various activities. They are able to benefit in number of
The reason being, since nursery school students learn through interactive hands-on activities. ways. These include, augmenting one’s communication skills, acquiring an efficient understanding
Thematic units are mainstream among students as well as the educators in achieve the academic of the academic concepts, getting acquainted with the school environment, and developing self-
goals (Theme Based Approach, 2018). assurance. Activity-based learning is required to encourage the participation of students in activities
by stimulating their senses, such as, sight, smell, vision, feeling and getting involved with the
It is vital for the educators to understand that utilization of thematic units and
subject. In some activities, the students are encouraged to work with real objects, whereas, in
implementation of theme-based learning is regarded as systematic and methodical in educating and
others, they are required to work with imaginary objects. When activities are organized, the teachers
learning. The students are able to relate to real-world experiences and augment their understanding
need to make provision of assistance and support to the students, so they are able to overcome
in terms of the topic. Thematic units also prove to be assisting to the teachers in making learning
problems and challenges that are associated with activities.
pleasurable for the students. One of the important aspects that needs to be taken into consideration
is, students in nursery schools need to take pleasure in learning. They need to arouse interest When the activities are to be initiated, there are various aspects that need to be identified.
towards learning and teachers are required to put into operation the methods and approaches, which The first and foremost aspect is, they need to know what are the areas in terms of which students
may lead to development of motivation and facilitate student learning (Theme Based Approach, are experiencing setbacks and activities need to be centred on alleviating setbacks. Second aspect is
2018). nature of the students. For instance, when the students are shy or introvert in nature, then activities
will have to be initiated for them to develop communication skills and interactive abilities. Third is,
A thematic way to deal with instructing includes incorporating every single branch of
activities need to be organized on the basis of lesson plans and extra-curricular and creative
knowledge together under one subject. It enables the students to acquire an understanding of the
activities, so they are able to acquire an efficient understanding of the concepts. Therefore, it can be
topic in various forms. This can be explained with the help of an example. For example a topic of
stated that when the teachers take into account these aspects, they are able to initiate activities in an
plants is selected, then all of the classroom tasks and activities will be focused upon the topic
appropriate manner.
plants. These include, artworks, crafts, colours, pictures, and even music and singing will be based
on plants. The teachers need to plan the time duration, i.e. for how long, they need to focus on one Projects/Inquiry-Based Approach
particular topic and then proceed towards the next. One topic usually takes place from couple of
Projects/inquiry-based approach to learning is an approach in which the students are able to
weeks to one month. When the students have acquired efficient understanding of the topic, then the
gain knowledge and augment their skills and abilities. This is facilitated by working on an extended

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period of time to investigate and respond to an authentic, participating and complicated question, The reason being, the natural curiosity and the imagination of the students get augmented. One of
problem or challenge. In this case, the students work on projects for an extended period of time the major benefits of this curriculum is, it facilitates interaction among students to a major extent.
from one week to one month. When the students are working on a project, it is apparent that they
Emergent strategy is referred to as the process of identifying the unexpected outcomes from
need to interact with others. As one cannot work in seclusion. Interaction primarily takes place with
the execution of the strategies. In addition, learning to integrate the expected outcomes into the
the teachers as well as the fellow students. The interaction with the teachers is regarded as effectual,
future plans. The emergent curriculum is planned to encourage the participation of the child in play
as it is through teachers that the students are able to augment their understanding in terms of the
activities and built on the strengths of the students. In nursery schools, the students have strengths
project. Whereas, interaction with the fellow students is regarded as worthwhile in performing well
as well as weaknesses. The teachers are required to implement the teaching-learning methods and
and generating the desired outcomes. Therefore, it can be stated that communication is the key to
instructional strategies to reinforce the strengths and eliminate the weaknesses. For instance, when
projects/inquiry-based approach.
the curriculum and instructional strategies are to be planned, it needs to be ensured, that the
Through projects/inquiry-based approach, the students are able to develop in depth content curriculum is child-initiated and in accordance to the needs of the students. In other words, the
knowledge, critical thinking, collaboration, creativity and communication skills. This approach curriculum should be manageable and should not overwhelm the students.
needs to be implemented from the stage of early childhood. The reason being, in order to lead to
The planning of the emergent curriculum requires observation, documentation, creative
effective growth and development, it is necessary to focus upon the 5Cs. When teachers and
brainstorming, flexibility and patience. The initiation of the emergent curriculum is with the
students will work in integration with each other to develop the 5Cs from the stage of early
observation of the students for insight into their interests. When the students are engaged in
childhood, then the students will be able to hone these competencies as they grow older. Apart from
learning, they need to feel that it will prove to be beneficial to them to achieve the desired
these aspects, the project-based learning is focused upon enhancing problem-solving abilities
objectives and bring about improvements in their overall quality of lives. The content of the
among students. As when they experience any types of problems, they are able to provide solutions
curriculum is influenced by the norms, values, standards and principles. In other words, it is not
in an effective manner. Furthermore, the students are also provided with information in terms of
only important for the teachers to impart them knowledge in terms of lesson plans and academic
modern, scientific and innovative methods. As when these methods are put into practice, the
concepts, but it is also vital to augment understanding in terms of morality and ethics to emerge into
students will be able to carry out the tasks satisfactorily and in less amount of time.
productive human beings. Therefore, this approach has rendered a significant contribution in
Project-based learning is regarded as important for the students as they are given the facilitating student learning and in up-grading the overall system of education.
opportunities to work in collaboration and integration with others and drive their own learning. The
development of cognitive abilities, content knowledge, creativity, problem-solving skills, MEASURES TO IMPROVE PEDAGOGICAL APPROACHES
collaboration, critical thinking and communication skills takes place through the effectual
In nursery schools, formulation of measures are regarded to be of utmost significance in
implementation of this approach. Therefore, it is essential for the teachers to ensure that this
bringing about improvements in pedagogical approaches. When the educators are to formulate these
learning takes place among students. It is also regarded as a dynamic classroom approach, in which
measures, one of the important aspects that needs to be taken into consideration is, they make wise
the students are provided with the opportunities to explore real world problems. This approach has
and meaningful decisions. As appropriate decisions will contribute significantly in the formulation
rendered a significant contribution in facilitating student learning and in up-grading the overall
of appropriate measures. When major decisions are to be made, there are organization of meetings
system of education.
in which the individuals exchange ideas and suggestions. On the other hand, when minor decisions
Emergent Curriculum are to be made, then the individuals, who are in leadership positions may seek ideas and suggestions
from teachers as well as other staff members. It is necessary for the educators to formulate measures
Emergent curriculum is referred to as the philosophy of teaching and a way of planning of
to bring about improvements in pedagogical approaches on a regular basis. In order to bring about
the curriculum that puts the major emphasis on being responsive to the needs and requirements of
improvements in pedagogical approaches, there are certain measures that need to be initiated and
the students and create meaningful learning experiences for them. The approach of emergent
these have been stated as follows:
curriculum has been highlighted in the works of early childhood theorists such as, Dewey, Piaget
and Vygotsky. It is defined as the process, where the teachers plan the tasks and activities, in Planning of Financial Resources – Financial resources are regarded to be of utmost
accordance to the age group of students. Apart from the age group of the students, the other factors significance, when initiating any task or activity. In order to bring about improvements in
that are taken into account include, their needs, requirements, interests and abilities. Students pedagogical approaches, the educators need to make sure that teaching-learning methods, teaching-
usually feel comfortable in the classroom environment, where this approach is put into operation. learning materials and instructional strategies are put into operation in an effective manner. Hence,
to make sure that they are implemented in a manner to attain the desired goals and objectives,

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finances need to be spend on them. When the schools have sufficient financial resources, they can learning materials is one of the important measures in leading to improvements in pedagogical
bring about improvements in an efficient manner in all aspects. Whereas, when the schools have approaches.
limited financial resources, they need to plan them in accordance to the needs and requirements of
Encouraging Interaction among Students – Facilitating interaction is not only important
the system of education. When changes are to be brought about in the school environmental
among the educators and administrators of the school, but encouraging interaction among students
conditions, or modern, scientific and pioneering methods need to be introduced or any rules and
is also important in bringing about improvements in pedagogical approaches. Research has
policies need to be brought about, then it is vital to plan financial resources. Therefore, planning of
indicated that learning cannot be facilitated among students just through the utilization of teaching-
financial resources is regarded as essential in making improvements in pedagogical approaches as
learning methods and teaching-learning materials. But students need to be encouraged towards
well.
interaction. Interaction can be promoted in an effective manner by making them work in groups.
Organizing Discussion Meetings – The educators and administrators are required to When they are to work in groups, the students are supervised by the teachers, but they also interact
organize discussion meetings, when they are to bring about improvements in pedagogical with each other in performing their jobs in a well-organized manner and in achieving the desired
approaches. The teachers are required to convey the performance of the students to the principals. outcomes. Therefore, it can be stated that encouraging interaction among students is one of the
When they feel that there is a need to bring about transformations in the pedagogical approaches, ways of bringing about improvements in pedagogical approaches.
they discuss various means that would need to be put into operation to bring about transformations.
Organizing Competitions – Competitions in nursery schools are regarded as one of the
Furthermore, they discuss that there is a need to bring about changes in teaching-learning methods,
important ways of evaluating the performance of the students. After information has been provided
instructional strategies and teaching-learning materials. In discussion meetings, the members of the
to the students in terms of lesson plans in academic as well as in extra-curricular and creative
schools exchange viewpoints and perspectives. Therefore, it can be stated, it is important to
activities, competitions are organized. In some cases, students are provided with the opportunity to
organize discussion meetings in order to generate information in terms of measures and strategies
make their own decisions, whether they are willing to participate in competitions or not. Whereas,
that are necessary to bring about improvements in pedagogical approaches.
in other cases, when there are organization of competitions, then the whole class needs to
Improving Teaching-Learning Methods – In order to bring about improvements in participate. The participation of students in competitions is regarded as one of the crucial ways that
pedagogical approaches, improvements needs to be brought about in the teaching-learning methods. enable the teachers to identify how much the students have learned and whether their teaching-
In putting into operation, teaching-learning methods, one of the important aspects that need to be learning methods and teaching-learning materials have proven to be worthwhile or not. Therefore,
taken into account is, they need to be favourable and suitable to the students. The teachers need to on the basis of the performance of the students, improvements need to be brought about in the
put into operation, modern, scientific and innovative ideas that are necessary to make the classroom teaching-learning methods, teaching-learning materials and pedagogical approaches.
experiences meaningful and understanding for the students (16 Innnovative Ideas, n.d.). The various
Organizing Workshops and Seminars – Organization of workshops and seminars are
teaching-learning methods that are implemented in the field of early childhood education are,
regarded as an integral aspect in bringing about changes in the overall system of education. In
imparting verbal explanation of the concepts, making the students write the concepts, using
nursery schools, there are organization of workshops and seminars in terms of a particular topic,
technologies in providing them explanation in terms of the concepts and so forth. Therefore, it can
which the students are required to understand. In order to facilitate student learning, educators and
be stated, when improvements are to be brought about in the pedagogical approaches, then
administrators are also invited from other schools. They give presentations in terms of topics, which
improvements need to be brought about in teaching-learning methods as well.
need to be imparted to the students to facilitate their understanding. In the organization of
Improving Teaching-Learning Materials – In nursery schools, the various kinds of teaching- workshops and seminars, information is also acquired in terms of how to bring about improvements
learning materials that are put into operation are, textbooks, notebooks, pictures, charts, posters, in the pedagogical approaches. The administrators and educators obtain ideas and viewpoints from
flashcards, pencils, colours, paints, playthings, games and so forth. It is vital to bring about other educators in terms of measures and approaches, which would be effectual in enriching the
improvements in teaching-learning materials as well in order to bring about improvements in overall system of education.
pedagogical approaches. One of the major improvements that has taken place in teaching-learning
Organizing Activities and Events – Research has indicated that in nursery schools, the
materials is in terms of utilization of technology. Previously, the teachers make use of textbooks to
organization of activities and events are regarded as one of the primary measures of bringing about
impart knowledge and understanding to the students in terms of lesson plans and academic
improvements in pedagogical approaches. The students are encouraged to participate in various
concepts, but with the advent of technologies, the teachers are making use of computers and
kinds of activities, related to academic concepts as well as extra-curricular and creative activities.
internet in facilitating student learning. Therefore, bringing about improvements in teaching-
When they are encouraged to participate in activities, they not only augment understanding in terms
of lesson plans and concepts, but they are also able to develop motivation towards learning. On the

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(IJPS) 2019, Vol. No. 8, Jul-Dec e-ISSN: 2455-6270; p-ISSN: 2455-7455 (IJPS) 2019, Vol. No. 8, Jul-Dec e-ISSN: 2455-6270; p-ISSN: 2455-7455

other hand, the events are organized on a half yearly or annual basis. All the students are To bring about improvements in pedagogical approaches, there are certain measures that
encouraged to participate in events. They are not rewarded, but their performance is observed by the need to be initiated. These are, planning of financial resources, organizing discussion meetings,
educators as well as their parents. When the students participate in activities and events, the improving teaching-learning methods, improving teaching-learning materials, encouraging
educators observe their performance and on the basis of their performance, they bring about interaction among students, organizing competitions, organizing workshops and seminars,
improvements in the pedagogical approaches. organizing activities and events, skills and abilities of teachers and school environmental
conditions. The educators and administrators of the schools are required to generate information in
Skills and Abilities of Teachers – It is of utmost significance for the teachers to possess the
terms of these measures and implement them in accordance to the needs of the students and overall
essential skills and abilities that may enable them to carry out their job duties in a well-organized
environmental conditions of the schools. When these measures are initiated, it is necessary to
manner and achieve the desired goals. They are required to up-grade their skills and abilities on a
ensure that they prove to be beneficial and favourable to all the members of the schools and overall
regular basis and possess essential knowledge in terms of pedagogical approaches that are put into
system of education. Therefore, it can be stated that conducting research and formulating measures
operation. With advancements taking place and with the advent of modernization, they need to up-
in bringing about improvements in pedagogical approaches are regarded to be of utmost
grade their skills and abilities throughout their jobs. The teachers need to generate awareness in
significance in augmenting student learning, performing one’s job duties in a well-organized
terms of modern, scientific and innovative methods in terms of pedagogical approaches. To achieve
manner and enhancing the overall system of education.
this purpose, they need to conduct research on regular basis. Therefore, it can be stated that skills
and abilities of the teachers are regarded as indispensable in bringing about improvements in
BIBLIOGRAPHY
pedagogical approaches.
Bakar, N.A., Daud, N., Nordin, N & Abdullah, A.H. (2015). Developing Integrated Pedagogical
School Environmental Conditions – In the school environmental conditions, it is necessary
Approaches in Play Pedagogy: Malaysian Experiences. Asian Social Science, 11(4), 234-245.
to pay attention towards the maintenance of infrastructural facilities, civic amenities, restrooms,
Retrieved May 07, 2020 from pdfs.semanticscholar.org
heating and cooling equipment in offices as well as classrooms in accordance to the weather
conditions, materials, tools, resources and so forth. Apart from these factors, it is necessary to create Curriculum and Pedagogy: The What and the How of Early Childhood Education. (2001).
a sociable environment. A sociable school environment can be created, when the members work in Retrieved May 07, 2020 from nap.edu
collaboration and integration with each other and communicate with each other in a polite and
16 Innovative Ideas to Make Your Teaching Methods More Effective. (n.d.). Retrieved May 08,
friendly manner. Hence, making provision of proper infrastructure and facilities, implementing
2020 from edsys.in
appropriate teaching-learning methods, teaching-learning materials and instructional strategies and
communicating with each other in a polite and respectful manner are not only considered vital in McGolerick, E.W. (2013). What is a Play-based Approach to Pre-school? Retrieved May 08, 2020
leading to enrichment of the school environmental conditions, but these are also considered from sheknows.com
significant in leading to up-gradation of pedagogical approaches.
Theme Based Approach. (2018). Retrieved May 07, 2020 from kidkenmontessori.com
CONCLUSION
The pedagogical approaches in the field of early childhood education are based on the
methods that have the main objective of promoting learning and understanding among children. The
pedagogical approaches put emphasis upon various aspects, these are, child-centred learning, play-
based learning, participatory teaching and commitment to non-violence. The pedagogical
approaches are, play-based approach, theme-based approach, activity-based approach,
projects/inquiry-based approach and emergent curriculum. When the teachers are imparting
knowledge to the students in terms of lesson plans, topics, academic concepts or extra-curricular
and creative activities, they need to make sure that they implement the pedagogical approaches in
an appropriate manner. It is vital for the teachers to up-grade their knowledge in terms of these
approaches, so they are able to carry out their job duties in a well-organized manner and promote
growth and development of the students in an effective manner.

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 Shanlax Shanlax
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Mother: I have an idea principal. Please allow and fluently recite many rhymes which
Effective Constructivist Teaching Nisha to spend some time in the open
field for some days.
she has been learnt so fast.
Parents I: All Nepali poetry and that’s all.

OPEN ACCESS
Learning in the Classroom Principal: …………….and break the disciple of the Parents II: My son also says that he likes to sing and
whole class. Then who do you think will recite poetry in Nepali.
Dr. Rajendra Kumar Shah take dawn her class work and home. Principal: we give same weightage to both the
Volume: 7
Associate Professor, Faculty of Education, Kailali Multiple Campus, Kailali, Nepal Mother: “I have another idea principal .…………. languages but never force a child
Take the whole class to that ground” to specific one. Then we have also
Issue: 4 Abstract
Principal: (Now looked annoyed)……………….. exhibited the sketches-all drawn out by
Constructivism has been a very powerful model for explaining how knowledge is produced in the
world as well as how students learn. Moreover, constructivist teaching practices are becoming And brake the discipline of the whole the children themselves. We also wish to
Month: September
more prevalent in teacher education programs, while demonstrating significant success in pro- school? Madam listen. Rules, discipline inform you that children are taking great
moting student learning. In this paper, the author takes a serious look at constructivist teaching and hard work is the motto of our school. interest in the activities of Eco-Club
Year: 2019 practices highlighting both the promises and potential problems of these practices. The author
argues that constructivist teaching has often been misinterpreted and misused, resulting in learning (then resumed her professional calm). which we have opened recently.
practices that neither challenge students nor address their needs. He outlines some of the ways in Don’t worry. Your daughter will soon be Parent III: But the children have to compare with
P-ISSN: 2320-2653 which constructivism has been misconstrued and analyzes several ways in which constructivist able to learn. the students from other schools. In
teaching has been misused. The author also presents two examples that illustrate the effective use
of constructivist teaching and explains what makes them successful.
An analysis of the above vignette with academic this way they will never English at
E-ISSN: 2582-1334
Keywords: constructivism, teaching, learning, misuse, effective use. interest reveals different perspectives of the parents all………………….
and teachers / principals. Nisha’s mother could The above conversation reveals that the objections
Received: 23.07.2019
An individual’s own learning experience shapes his unique perspective understand her daughter’s interests, performances, made by the parents due to their anxiousness over
about process of education which in turn influences his/her decisions as an and maturity level and believes that her child could slight deviations in the established structure of
Accepted: 16.08.2019
administrator, a manager or a police maker. For instance, teachers often treat can learn in the open field also and perhaps better education which again reflects their belief in rigid
their students in the same manner as they had been treated their teachers and but needs proper guidance of the teacher. But management centric approach which focuses upon
Published: 01.09.2019
others in their childhood. Meaning thereby that a person’s approach towards the principal’s perspective reflected in classroom part to whole learning, quantitative measurement and
education determine his/her performance and practice inside or outside practices is influenced by management centric extrinsic motivation. The classrooms are considered
Citation:
the classroom. Conversely, it is also possible to help the teachers and other approach based on industrial model. This perspective a work place and listening to the instructions is a
Shah, Rajendra Kumar.
interested persons to look into perspective of other’s if they are enable to place importance to outcome based pedagogy. thought of as the traditional perspective because it
“Effective Constructivist
understand the background of psychological and pedagogical thought in which has had a profound effect on schools in the last one
Teaching Learning in
the new ideas emerge. This is particularly important for facilitating desirable Vignette-II hundred years.
the Classroom.” Shanlax
changes in teaching process. In dhangadhi, well educated and enlighten The opposing idea, Progressivism led by Dewey
International Journal of
The purpose of the paper is to present a comparative description of traditional parents of a brilliant scientist family daughter, has also influenced the schools and society throughout
Education, vol. 7, no. 4,
and constructivist approaches to education. opened a school, after the untimely demise of their the last century. His school of thought advocated child
2019, pp. 1–13.
daughter, on profit and no loss basis. The lady, a centered and experiential approach to teaching and
Vignette-1 retired lecturer in her own right, knew that the school learning. This approach laid emphasis on discovery
DOI:
Four years old Nish came weeping-“Mom I don’t want to go to school” should not become a synonym of jail for the children. and dialectical approach to constructing knowledge.
https://doi.org/10.34293/
Mother: “My child but why?” About fifteen students, aged 3-4 years were admitted Dewey convinced American to Unbolt School Desks
education.v7i4.600
(The mother got worried. Because she had thought that her child will adjust in the first session. The organizers were satisfied. from the floor. His perception about the classroom
nicely in that well established school, leaving behind the confines of their flat They will raise these children as they had brought was a learning place. Dewey saw connections with
on the third floor. She had seen, Nisha running to the swing at the far end of up their own daughter-they thought. Following are democracy and pedagogy. Democracy was not the
the field and even talking to some of the children there, on the very first day she some excerpts of their talk. subject to be studied rather a value to be lived. He
This work is licensed
was admitted to the school). Parents: About two months have been passed believed that the theory and practice of democracy
under a Creative Commons
The mother decided to meet the principles. Madam. And my daughter cannot write should be nourished be power of pedagogy. Dewey’s
Attribution-ShareAlike 4.0
Mother: Today my daughter refused to come to school. a single letter yet. legacy is seen in holistic learning, reflective
International License
Principal: And you come to make a complaint with me? Principal: We feel that children find writing very assessment and intrinsic motivation. This approach
Mother: No principal……but…………… cumbersome in the beginning. Therefore eventually resulted in other perspectives known as
Principal: Please listen to me. Your daughter is very naughty. I always find her we are concentrating on no oral skills cognitivism, socialcognitvism, interactionism, and
moving in the classroom. She cannot repeat ABCD with the whole and good habits first. You must have transformative education.
class. She cannot learn numbers and does not like to write. noticed that your daughter can clearly

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Vignette-III touch the ground.” In the evening the mother saw in developing new insights and connecting them thinking and participation in the creative part of
One day five years old Sangita, was very much her daughter a banana peel on a stick and running in with previous knowledge, but leave the discovery activities. Most of the time, during teaching learning
exited-“Papa I have seen a thing in the garden which a circle with that stick “Look this is my jet and I am and discussion to the student groups (VAST, 1998). process, instruction remain unilateral which is and
was changing its colour. I saw it on the tree. It was flying it.” Questions are posed to the class and student teams consider to be orthodox activity. The up-and-coming
dirty! dirty! Then it went on the leaves it become In the above explanation, assimilation of new work together to discuss and reach agreement trends changed the present scenario and adopted the
green. After a while its head become red!.” ideas in the children’s existing mental structure are on their answers, which are then shared with the constructivist approach which is moral and more focus
“It was a chameleon.” Her father said. “Really explicit. Both Sanngita and Dibya’s experiences entire class. Students are able to develop their own on innovative activities and knowledge acquisition.
Papa! Have you also seen it.” Sangita was very and actions may be explained on the basis of the understanding of the subject matter based on previous Constructivism is a paradigm that hypothesizes
happy as she started repeating its name. theory of intellectual development which focuses knowledge, and can correct any misconceptions they learning as an active, contextualized, or constructive
After a while she saying “C for cat ……….C on cognitive constructions of the growing children. have. Both teaching styles can lead to successful process. Constructivism is a reaction to teaching
for Coat and C for ……………..” The father had an Constructivism is an epistemology that presents learning but it has been shown that students in the approaches such as behaviorism and programmed
opportunity to tell her the spelling also which Sangita explanation of the nature and acquisition of constructivist environmental demonstrated more instruction. The learner acts as an information
could differentiate easily and could remember very knowledge among human beings. The constructivist enthusiasm and interest in the subject matter. In fact, constructor. Learners construct knowledge based
fast. theory posits that knowledge is constructed by repeated research has found that teacher-centered on their personal experiences and hypotheses of the
Sangita’s play becomes more enriched. learners as they attempts to make sense of their lessons can be less or non-productive, and in some environment. Learners actively construct or create
Giving a pause to her continuous repetition, the experiences. Learners, therefore, are not empty cases, detrimental to the students’ learning process their own subjective or objective reality. Learners,
mother added, “……………..and C for camel also.” vessels to be filled but active organisms seeking (Zoller, 2000). Many teachers are hesitant to try the through social negotiation, continuously test their
Sangita stopped. “But I have never seen a camel!” meaning (Driscoll, 1994). constructivist model, because it requires additional hypotheses and create new knowledge, correct
“O.K. when we will go to zoo we will show a planning and a relaxation of the traditional rules previous knowledge, or confirm present knowledge.
camel to you.” Traditional and Constructivist Instructional of the classroom (Scheurman, 1998). Learner linked new knowledge to prior knowledge.
“And when you will come to my school I will Approaches Teachers often feel as though they aren’t doing Constructivists argued that learner is not a blank
show you the chameleon….” The traditional classes are usually dominated their job if the students are working together and slate (tabula rasa) but brings past experiences and
Then noticing surprise on mother’s face Sangita by direct and unilateral instruction. Traditional actively discussing the material instead of busily cultural factors to a construct new knowledge in
said “Chameleon is my friend. It will come to meet approach followers assume that there is a fixed taking notes (Sprague and Dede, 1999). Since any given situation.
me again.” body of knowledge that the student must come to new idea is likely to be rejected unless teachers Therefore each learner has a different
Suddenly she realized “F for fan and F for friend know. Students are expected to blindly accept the examine their own theoretical framework and interpretation and constructions of knowledge
also.” And she resumed her play now speaking more information they are given without questioning the develop their own justification for the change, it process based on mental representations (Learning
letters with words she know. Her parents also got instructor (Stofflett, 1998). The teacher seeks to was suggested that additional quantitative evidence Theories Knowledgebase, 2008). Constructivism
more opportunity to enrich her game as well as transfer thoughts and meanings to the passive student in support of constructivism might encourage more activates the student’s inborn curiosity about the
knowledge in interesting manner. leaving little room for student-initiated questions, teachers to embrace this teaching style (Shymansky, real world to observe how things work. A common
Sangita’s mother was satisfied with the progress independent thought or interaction between students 1992). Numerous studies have been completed misunderstanding regarding constructivism, due to
her daughter was exhibiting in her performance. But (VAST, 1998). Even the in activities based subjects, to compare students’ learning in traditional and confusion of theory of pedagogy (teaching) with
she knew that ultimately they had to depend upon the although activities are done in a group but do not constructivist classrooms. These studies generally a theory of knowing, is that instructors should
school. While sharing her experiences with Diby’s encourage discussion or exploration of the concepts based their conclusions on test or quiz scores and never tell students anything directly but, instead,
mother both of them agreed that children learn in involved. This tends to overlook the critical thinking student comments or evaluations (Lord, 1997; Lord, should always allow them to construct knowledge
their knowledge gets enriched through interaction and unifying concepts essential to true science literacy 1999). The use of a quantitative analysis based on for themselves. Constructivism assumes that all
with more knowledgeable peers and adults. Diby’s and appreciation (Yore, 2001). This teacher centered videotapes of the labs, which takes into account the knowledge is constructed from the learner’s previous
mother also added “My Diby is now more than 7 method of teaching also assumes that all students actions of both students and teacher, should provide knowledge, regardless of how one is taught. Thus,
years old. He makes all different sounds through her have the same level of background knowledge in the a new outlook on these teaching styles, as well as even listening to a lecture involves active attempts
same manner and will say “Look I am a car. Then she subject matter and are able to absorb the material at offering another means of objectively comparing the to construct new knowledge. In the classroom, the
will correct herself if the sound and the movement the same pace (Lord, 1999). results. constructivist view of learning can point towards
do not correspond.” The mother was laughing “the In contrast, constructivist or student centered Traditional teaching approach (lecture method) is a number of different teaching practices. In the
other day she came running to me “Mom now I know learning poses a question to the students, who then very common in the field of education Traditional most general sense, it usually means encouraging
what it means to fly! I have seen a butterfly sitting on work together in small groups to discover one or method ignores the students consequently the mental students to use active techniques (experiments, real-
the flower…………..then flying to other…………then more solutions (Yager, 1991). Students play an level of interest of the students. It involves coverage world problem solving) to create more knowledge
to another. And you know? I can also fly-she showed active role in carrying out experiments and reaching of the context and rote memorization on the part of and then to reflect on and talk about what they are
through his actions and movements –only my feet their own conclusions. Teachers assist the students the students. It did not involve students in creative doing and how their understanding is changing. The

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teacher makes sure that he understands the students’ metaphor to highlight the fact that knowledge knowledge, with the cultural and social contexts in suggests we view constructivist classrooms as a
preexisting conceptions, and guides the activity to is constructed by people who are socially and which ideas occur, and with a host of other influences culture, ‘a set of beliefs, norms and practices that
address them and then build on them. Constructivism culturally embedded rather than isolated individuals that serve to mediate understanding’ (p. 752). In constitute the fabric of school life’ (p.752).This
modifies role of teacher that he facilitate and help or detached minds. To assert that knowledge is this view, teaching should promote experiences culture, in turn, influences interactions, relationships
students to construct knowledge rather than to constructed rather than discovered implies that it is that require students to become active, scholarly and experiences. DeVries & Zan (1994) also provide
reproduce a series of facts. neither independent of human knowing nor value participators in the learning process. Windschitl goes an indepth discussion of constructivist classrooms
The constructivist teacher help the students free. Indeed, constructivists believe that what is on to note that ‘such experiences include problem- based on ‘their research in kindergarten classrooms.
through problem-solving and inquiry-based learning deemed knowledge is always informed by a particular based learning, inquiry activities, dialogues with They argue that implementing constructivist
activities with which students formulate and test their perspective and shaped by various implicit value peers and teachers that encourage making sense education involves more than activities, materials
ideas, draw conclusions and inferences, and pool and judgments. Informed by the insights of theorists of the subject matter, exposure to multiple sources and classroom organization and suggest that a socio-
convey their knowledge in a collaborative learning such as Piaget, Vygotsky, and Freire constructivism of information, and opportunities for students to moral atmosphere (‘the network of interpersonal
environment. Constructivism transforms the student has helped to shift the way in which knowledge demonstrate their understanding in diverse ways’ (p. relations that make up a child’s experience of school,’
from a passive recipient of information to an active is understood and assessed. Piaget believed that 752). p.22) supports and promotes children’s development.
participant in the learning process. Always guided to understand the nature of knowledge, ‘we must To be sure, such pedagogical recommendations They describe constructivist classrooms in terms of
by the teacher, students construct their knowledge study its formation rather than examining only the make a great deal of sense. In fact, constructivist a) the organization, including meeting children’s
actively rather than just mechanically ingesting end product’ (Kamii & Ewing, 1996, p. 260). His teaching practices are becoming more prevalent in needs, encouraging peer interaction and facilitating
knowledge from the teacher or the textbook. The developmental theory demonstrates that the way one teacher education programs and public schools across children taking responsibility; b) activities, including
task of the instructor is to translate information to arrives at knowledge is equally, if not more, important the nation, while demonstrating significant success in engaging children’s interest, encouraging active
be learned into a format appropriate to the learner’s than the final result. Vygotsky’s (1978) concept of promoting student learning (e.g., Baines & Stanley, experimentation, and fostering cooperation; and c)
current state of understanding. Curriculum should the ‘Zone of Proximal Development’ enables us 2000; Davis & Sumara, 2002; Fang & Ashley, 2004; the teacher’s roles and relationships with children,
be organized in a spiral manner so that the student to realize that human learning, development, and Gordon & O’Brien, 2007; Marlowe & Page, 2005; including facilitating children’s constructions,
continually builds upon what they have already knowledge are all embedded in a particular social Oxford, 1997; Richardson, 1997). Still, Van Huizen, fostering cooperation and interpersonal
learned. Bruner (1966) states that a constructivists and cultural context in which people exist and grow: Van Oers, and Wubbels (2005) are probably correct in understanding, and promoting moral values.
or theory of instruction should address four major Since mental activity, he maintained, takes asserting that, as with other paradigms, the impact of Piaget has expounded that a child is not just a
aspects: predisposition towards learning, the ways place in a social and cultural context, thought constructivism has remained limited, and that, ‘rather miniature adult but his distinctive mental structure
in which a body of knowledge can be structured so will operate differently in diverse historical than being reformed by them, teacher education has is qualitatively different from those of adults. The
that it can be most readily grasped by the learner, situations. Cognition thus is shaped by the absorbed elements of these paradigms’ (p. 268). One children at different stages of development view the
the most effective sequences in which to present interactions among social actors, the contexts noteworthy problem is that constructivist teaching world from their unique perspectives and they are
material, and the nature and pacing of rewards and in which they act, and the form their activities has often been misinterpreted and misused, resulting different from adults in their use of language. Piaget
punishments. assume. (Kincheloe, 1999, p. 9) in learning practices that neither challenge students viewed that the children learn best from concrete
Freire (1994) insists that knowledge is not a gift nor address their needs. activity but physical experiences and concrete
Defining Constructivism or a possession that some individuals have and others Wilson (1996) defines constructivist learning manipulation are not only ways in which the child
In the past few decades, a constructivist approach lack. On the contrary, knowledge is attained when environments as ‘a place where learners may work learns. His social experiences and interaction
has emerged as a very powerful model for explaining people come together to exchange ideas, articulate together and support each other as they use a variety with others, be they peers or adults, lead, to their
how knowledge is produced in the world as well their problems from their own perspectives, and of tools and information resources in the guided understanding about the world around them. Thus the
as how students learn. For constructivists like Joe construct meanings that makes sense to them. It is a pursuit of learning goals and problem-solving teachers must make special efforts to understand the
Kincheloe and Barbara Thayer-Bacon, knowledge process of inquiry and creation, an active and restless activities’ (p.5). He suggests analysis that focuses unique properties of the child’s experiences and his
about the world does not simply exist out there, process that human beings undertake in order to make on the constituent parts or key components of ways of thinking. In piagetian curriculum teaching
waiting to be discovered, but is rather constructed sense of themselves, the world, and the relationships typical learning environments. Marlowe and Page is always a two step process of diagnosis followed
by human beings in their interaction with the world: between the two. (1998) identify core components of constructivist presenting the materials which require cognitive
The angle from which an entity is seen, the values of In light of the insights of Piaget, Vygotsky, and classrooms. They include the language you use in the adaption. Piaget believed that single global diagnosis
the researcher that shape the questions he or she asks Freire, a constructivist approach to education is classroom and the classroom communication system, for each child, that, is preoperational, transitional
about it, and what the researcher considers important one in which learners actively create, interpret, and student and teacher roles, classroom management, concrete operational is not sufficient. For any given
are all factors in the construction of knowledge about reorganize knowledge in individual ways. According the physical environment, student choice, how child the current stage of classificatory development
the phenomenon in question. (Kincheloe, 2000, p. to Windschitl (1999), ‘these fluid intellectual students interact with content, and assessing student and both may be different from the current stage
342) transformations occur when students reconcile learning. They suggest a continuum of practice of spatial development. Once the stage her been
Thayer-Bacon (1999) invokes a quilting bee formal instructional experiences with their existing within each of these components. Winstichl (1999) defined in a given area the teacher can orchestrate

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the instructional material accordingly. classroom is one in which there is a balance between their students should look for a different profession. purely entertainment, academic rigor and in-depth
Another strand of constructivist idea, social teacher- and student-directed learning and requires The main difference between banking education exploration of the subject matter suffer. In short,
constructivism has been identified in the work of teachers to take an active role in the learning process, and Freire’s pedagogical approach does not hinge many constructivist teachers who want to prevent
Vygotsky who believed that culture and social including formal teaching. Dewey (1956), who was on the expertise of the teacher but rather on the way their students from becoming bored at all cost are
interactions are essential features in shaping one of the pioneers of modern constructivism, taught in which students are taught and interact with the compromising their ability to gain a broader and
knowledge. For Vygotsky interaction with us long ago that in education extremes are dangerous teacher. In the former, teachers make ‘deposits’ of deeper understanding of the content.
caregivers, peers, teachers and material world is the and that we should avoid approaches that either information into a passive group of students, while Another misuse of constructivist teaching is
basis of intellectual development. He believed that marginalize the needs, experiences, and interests of in the latter teachers and students engage in dialogue when teachers essentially require their students
potential for Cognitive Development depends upon children or focus entirely on these factors. with and teach each other. to teach themselves. Teacher candidates in our
Zone of Proximal Development (ZPD). Therefore Another widespread misconception regarding Hence, the authority of knowledge in program spoke about professors who, after the first
the settings of cooperative learning, arrangement constructivist teaching is the view that there is constructivist classrooms still rests heavily on the class meeting, divided the students into small groups
among groups of students with differing levels of no body of knowledge associated with it and that, teachers’ own knowledge and experience. Maughn and devoted the rest of the semester to having each
ability, tutoring by more competent peers can be therefore, teachers do not need to be experts in a Rollins Gregory (2002) echoes this point when she group present to the class one or more chapters from
effective in promoting growth within ZPD. Other particular content area. As Baines and Stanley (2000) writes that: the textbook. These teacher candidates reported that
constructivist methods include reciprocal teaching, assert, ‘with constructivism, the teacher is supposed Since an autonomous community of uninitiated ‘they had learned nothing in this class’ or that ‘the
scaffolding and discovery learning etc. Vygotsky to set up the learning environment, know student students may construct understandings and professor had a very hands-off approach and did not
theory does not mean that anything can be taught preferences, guide student investigations, and then values at odds with disciplinary standards, really teach us very much’. To be sure, these students
to any child. But instructions can be planned to get out of the way’ (p. 330). However, theorists, and verify those understandings to themselves may be exaggerating when they claim that they didn’t
provide practice within ZPD for individual children such as Virginia Richardson and Mark Windschitl, with utter conviction, there must always be an learn anything in the course. Still, it seems to me that
or for a group of children. According to him the correctly insist that constructivist teaching places ineradicable element of authority in the practice there is a serious problem with the expectation that
basic purpose of instruction is not to add one piece great demands on a teacher’s subject matter of even constructivist pedagogy. Although the students teach themselves. While the constructivist
of knowledge to another but to stimulate cognitive understanding. Richardson (2003) maintains that constructivist account of oneself in practice, notion that students should be encouraged to create
development. Central to his approach is a view of ‘research within the last several years has indicated the intelligibility of an idea to myself, as Peirce their own interpretations of the text is a sound idea,
mind which extends beyond the skills, which does the importance of deep and strong subject matter argued against Descartes, is no epistemological this is not the same as leaving students to their own
not stimulate the thinking in the confined spaces of knowledge in a constructivist classroom’ (p. 1631). warrant of its truth. (p. 400) devices and requiring them to teach themselves. As
the individual brain or mind. Instead he proposes Windschitl (1999) adds that in these classrooms The misguided notions about constructivism Dewey (1956) warned us over a 100 years ago:
a sustained dynamic between other humans both ‘the teacher must not only be familiar with the mentioned above have contributed to the misuse of Nothing can be developed from nothing; nothing
present and past, book, the rest of our material and principles underlying a topic of study but must also constructivist teaching in various schools across the but the crude can be developed out of the crude
nonmaterial culture and the individual engaged is be prepared for the variety of ways these principles USA. For example, a high school Spanish teacher – and this is what surely happens when we throw
symbolic activity. can be explored’ (p. 753). For instance, teachers who in an exclusive private school has reported that the child back upon his achieved self as a finality,
are covering the concept of density in a science class her supervisor insists that each lesson should start and invite him to spin new truths of nature or
Constructivism Misconstrued must be able to support the understanding of those with a few minutes of warm-up games in order of conduct out of that. It is certainly as futile to
One of the most common ways in which students who approach this concept in an abstract to immediately grab the students’ attention. This expect a child to evolve a universe out of his own
educational theorists have misunderstood manner using equations and graphs as well as those supervisor also recommends that each lesson include mind as it is for a philosopher to attempt that
constructivism is to equate it with student-centered that need more concrete illustrations and real-life at least five different activities for the students. This task. (p. 18)
teaching approaches. Baines and Stanley (2000) applications of density. teacher described how some of the other teachers A final misuse of constructivist teaching worth
write that ‘textbooks tell us that constructivism is The notion that constructivist teaching does in the department spend virtually the entire lesson mentioning happens when teachers communicate
student-centered and is on the opposite side of the not require content expertise is based in part on a engaging their advanced Spanish students in word to students the message that there are no incorrect
continuum from subject-centered or teacher-centered misreading of Paulo Freire’s concept of problem- games and other ‘fun activities’, rewarding them answers and that knowledge is in the eye of the
instruction’ (p. 327). However, constructivism posing education. While Freire (1994) distinguished with candy for correct answers. The main idea in beholder. MacKinnon and Scarff-Seatter (1997)
should not be confused with the various child- his notion of problem-posing education from these lessons is to keep adolescents, whose attention provide a quote from an elementary science methods
centered teaching models that have emerged in banking education by emphasizing that in the latter span is supposedly short, entertained throughout student that illustrates this problem :
different versions over the last couple of centuries. the teacher is in total control of the construction and the 50-minute lesson. In this way, learning is I am very anxious to return to my classroom and
The latter are indebted to theorists like Rousseau dissemination of knowledge, he never claimed that reduced to a form of entertainment in which the teach science. Constructivism has taught me
who asserted in the Emile that the educator should problem-posing educators need not have content main goal is to keep students amused. While getting [that] I do not need to know any science in order
intervene as little as possible with the ‘natural’ knowledge expertise. In fact, Freire has stated quite students to enjoy the lesson may increase their to teach it. I will simply allow students to figure
development of children. In contrast, a constructivist bluntly that educators who have nothing to teach motivation and attention, when learning becomes things out for themselves, for I know that there is

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no right answer. (p. 53) posed several questions to his students, such as: model in which the teacher is in complete control implementing these changes suggests that:
Similarly, Holt-Reynolds (2000) describes a Who benefited most and least from the American of the creation and dissemination of knowledge. Once the students were familiar with the
situation in which a prospective English teacher Revolution? Who benefited most and least from Ignoring her own memories of how she struggled expectations of these approaches, they
internalized the notion that constructivist teaching the Constitution? And, how have people struggled with math when she was a student and the boredom (generally) became quite accepting of the tasks.
meant that she had to encourage her students to to expand the democratic sprit of the American she often felt, Dusting preferred to stick to the only They quickly got down to the process which
construct their own interpretations of the story and Revolution after the Constitution was ratified? To method she was familiar with: involved writing; they listened attentively as
affirm each interpretation regardless of its accuracy help his students prepare for the role play activity, I suppressed memories about how certain others read out their versions; and they checked
or fidelity to the text. The point, illustrated by these Peterson also showed them a picture of a painting teachers made me feel idiotic if I ventured a and altered their own writing as a result of what
two examples, is that constructivist teaching has depicting the original Constitutional Convention response that was incorrect, or how others barely they heard and now thought. (Loughran et al.,
sometimes been used to justify the misguided notion (which includes only wealthy white men), introduced even noticed whether there were any students in 2002, p. 180)
that knowledge is only relative and that students do them to some important vocabulary they will need to the class, rarely leaving their chair or putting Still, Dusting was unsure whether or not her
not need to be held to rigorous academic standards. use, and gave them mini-lectures on each of the seven down the chalk as they ploughed on through sets new teaching approach, based on constructivist
When constructivist teaching is portrayed in such a groups that have been invited to the convention. of notes they’d been using for the past x years. principles, was actually resulting in better quality
tentative way, it opens itself to the charge that it is a Once the students were divided into the groups, they (Loughran, Mitchell, & Mitchell, 2002, p. 174) learning for her students. She felt a need to find out
kind of ‘anything goes’ relativist model of teaching. began to get ready for the convention, brainstorming Over time, however, Dusting began to notice more about her students’ views on the way they were
In contrast, I will argue that effective constructivist a list of arguments they can use in their role play. that the traditional way of teaching math was not being taught and were asked to learn. Therefore, in
teaching not only includes a number of specific Throughout the entire process of preparing for and effective for many students whose interest and 1999, Dusting decided to survey her entire tenth-
criteria, but that it actually raises the bar and demands conducting the mock convention, Peterson played an engagement were not aroused. Other students did grade class, some of which were her ninth-grade
far more from students than many teacher-centered active role in every step of the process by providing not understand the concepts and therefore turned off students the year before as well as her current
models of learning. his students some background knowledge on this instead of admitting that they were struggling with ninth-grade students. The results of these surveys
event, informing them on the position of each group, comprehension. Students in Dusting’s class had indicated that the students’ views on Dusting’s
Effective Constructivist Teaching and Learning: and helping them construct their arguments for the very few opportunities to experience and practice teaching approach were mixed. Some students
Aboard Experiences role play. math thinking skills. Ultimately, she concluded that appreciated the opportunity to work independently
One example of effective constructivist teaching Peterson’s experience of conducting this mock her problems getting students to understand math or in groups on solving math problems and think
and learning is taken from Bill Peterson’s fifth grade convention and role play for a number of years stemmed from two factors: ‘the inherent weaknesses for themselves. Others acknowledged the chance to
class and their study of the American Revolution indicates that ‘it brings the above questions to life, of the chalk and talk transmissive model; and the fact take responsibility for their own learning but noted
and the creation of the Constitution of United Satate. energizes the class, and helps me assess my students’ that it was the only style I was using’ (Loughran et that they were often confused and did not receive
Unlike the traditional way in which this topic has knowledge and skills’ (p. 63). Through this exciting al., 2002, p. 176). adequate explanations of some concepts. Finally,
been taught through sterile lectures, boring textbook project, Peterson’s students learned firsthand that, In the late 1990s, Dusting began to implement there was a group of students who did not appreciate
readings, and rote memorization of factoids, Peterson historically, many oppressed groups of people changes in her teaching of math by focusing on Dusting’s constructivist teaching approach and
decided to have the students in his class reenact were excluded from participating in the democratic teaching for understanding and implementing complained that they did not learn much because
through role play the Constitutional Convention process and how those groups fought to secure their many constructivist principles of learning into her ‘she did not explain well and do her job properly’.
of 1787. Only this particular convention included freedom and equality. In this way, they gained a lessons. For instance, instead of writing formulae Based on her students’ survey responses, Dusting
a twist in that they decided to invite many groups deep understanding of the background, content, and on the board and demonstrating how to solve them, concluded that her constructivist teaching approach
of people who were excluded from the original implications of this major historical event, unlike she sometimes asked students to try to study a new had not been successful for a significant number of
one in Philadelphia (e.g., indentured servants, the surface knowledge that comes from a cursory concept in the book on their own and then come up her students, especially those who were not able to
African American slaves, white women, and Native reading of history in a text book. Participating in the to the board and offer an explanation of this concept make the connections between the different concepts
Americans). As Peterson (2001) describes this role play also enables Peterson’s students to hone to the rest of the class. Moreover, when introducing themselves:
project: their critical thinking skills and come to appreciate a new topic, Dusting began to rely on brainstorming I certainly recognize that, in teaching, it is not
The basic components of the role play are the the value that dissent and resistance have in bringing techniques, which required students to tap into their sufficient to ‘throw’ out some ideas, wait, then
dividing of the class into seven distinct social about social change in a democratic society. prior knowledge, helped them make connections allow time for discussion and exploration if the
groups, having them focus on the key issues of Another example of successful constructivist to other topics, and got everyone involved in the overall big picture, the purpose underpinning the
slavery and suffrage, negotiate among themselves teaching and learning from a different context is lesson. On other occasions, after class discussions or approach, is not made clear. It seems to me that
to get other groups to support their positions, taken from Rosemary Dusting’s teaching of ninth- other activities, Dusting asked them to write down I had not done this well enough for some of my
and then have debate and a final vote at a mock grade math. Following the same pedagogical method their understanding of a math concept, identify the students. (Loughran et al., 2002, p. 191)
Constitutional Convention. (pp. 63–64) that she experienced when she was a student, Dusting use of an algorithm, or write in their own words the Analyzing this experience, Dusting realized
In preparation for the mock convention, Peterson initially taught math in the traditional exposition steps used to solve a problem. Her experience with that in order to reduce her students’ confusions and

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misunderstandings, she had to use her professional show that they have learned a set of predetermined content and did not meet the needs of many students. New York, 2000.
knowledge to respond to contextual factors and to skills, facts, or formula in different disciplines. Many teachers like Peterson and Dusting who rely Gordon, M and O’Brien, T. Bridging theory and
step in and clarify questions as they arise. As a result Joe Kincheloe argues correctly that such technical on constructivist teaching strategies have been able practice in teacher education, Sense Publishers,
of this insight, in 1999 Dusting decided to tone down standards are grossly inadequate in that they remove to get their students to become more engaged in the Netherlands, 2007.
her teaching approach and balance her desire for the crucial meaning making process from students’ learning process and attain a deeper knowledge of Holt-Reynolds, D. “What does the teacher do?
students to construct their own understandings of learning. ‘Meaning in this context has already the subject matter. On the other hand, the prevalence Constructivist pedagogies and prospective
math concepts with the need to respond to students been determined by the curriculum makers and is of constructivist teaching practices suggests that teachers’ beliefs about the role of a teacher.”
questions and provide them with good explanations. simply imposed on students as a done deal-there is educators need to become much more vigilant both Teaching and Teacher Education, vol. 16, no. 1,
Not surprisingly, when she surveyed this new cohort no room for negotiation about the interpretation of about what we mean by constructivism and how 2000, pp. 21-32.
of students about their experiences learning math, information’ (Kincheloe, 2001, p. 4). Kincheloe’s we apply constructivist teaching. We need to be Kamii, C and Ewing, J. K. “Basing Teaching on
the vast majority of students had positive reactions to point is not that teachers and students should careful not to confuse constructivism with student- Piaget’s Constructivism.” Childhood Education,
Dusting’s teaching approach. She, therefore, learned disregard the information that has been generated by centered teaching or to assume that teachers who vol. 72, no.5, 1996, pp. 260-264.
how important it is to not only attend to her own others. It is that schools should place less emphasis espouse this approach have no content expertise. Kincheloe, J. “The Foundations of a Democratic
agenda as a teacher, but to be equally mindful of the on the simple acquisition of a set of predigested Moreover, teachers who rely on constructivist Educational Psychology.” Rethinking
students’ needs and experiences. facts and much more on the ability to interpret pedagogical practices need to be mindful to avoid Intelligence: Confronting Psychological
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Reflections students encounter. The two examples of effective learning to entertainment or requiring students to edited by J.L. Kincheloe. et al. Routledge, New
First of all, genuine learning requires students constructivist teaching illustrate this point. Peterson teach themselves. Above all, teachers, educational York, 1999, pp. 1-26.
to be active, not passive, and to construct their challenged his students to interpret the Constitutional theorists, and educators in general should remember David, L. “Constructivism.” Learning Theories,
own interpretations of the subject matters. For Convention of 1787 and consider this event from that as with any effective model of teaching and 2015, http://www.learning-theories.com/
both Peterson and Dusting, it is clear that learning multiple perspectives, thereby helping them arrive learning, constructivism is not a panacea that constructivism.html
is not about accumulating random information, at a deeper understanding of American history and can cure us of all of our educational woes. As Lord, Thomas R. “A Comparison Between Traditional
memorizing it, and then repeating it on some exam; the democratic process in the USA. And Dusting evidenced by the examples of Peterson and Dustings, and Constructivist Teaching in Environmental
learning is about understanding and applying helped her students make sense of complex math constructivist teaching can produce tremendous Science.” Journal of Environmental Education,
concepts, constructing meaning, and thinking about concepts by encouraging them to develop their own results when used correctly and judiciously; it can vol. 30, no. 3, 1999, pp. 22-27.
ideas. At the same time, effective constructivist definitions of these concepts, explain them to other also lead to poor results and ineffective learning Loughran, J. et al. Learning from Teacher Research,
teaching does not mean that the teacher takes a back students, and ask her questions about them. when it is misconstrued or misused. Teachers College Press, 2002.
seat and forces students to learn the concepts of the Finally, is the notion that good constructivist MacKinnon, A. and Scarff-Seatter, C.
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Author Details
Dr. Rajendra Kumar Shah, Associate Professor, Faculty of Education, Kailali Multiple Campus, Kailali, Nepal.
Email ID: drrajendrakumarshah@gmail.com.

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