Content Writing

EFFECT OF CONSTRUCTIVIST BASED TEACHING STRATEGY ON ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN INTEGRATED SCIENCE The study investigated the relative effect of constructivist based teaching strategy on academic performance of junior secondary school students in integrated science. Four (4) Junior Secondary Schools were randomly selected for the study. In all a total of 120 junior secondary school students participated in this study. The instruments used for data collection are instructional package with the use of constructivist based teaching strategy and traditional instructional strategy and Integrated science achievement test (ISAT).The data obtained for the study were analyzed using SPSS 14.00 package and T-test statistics to test the four (4) research questions as well as the four (4) hypotheses generated for this study at 0.05 level of significant. The findings revealed that: there is a significant difference in achievement test scores between students instructed with constructivist-based teaching strategy and those taught using traditional classroom teaching method using one sample t-test presented in table (1), this finding supports earlier findings, (Popoola, 2002; Awofala, 2002; Olajengbesi, 2006) which revealed that students instructed with constructivist based teaching strategy perform better than the traditional method of instruction, the results of this study showed that there is a significant difference in achievement test scores between male and female students instructed with constructivist-based teaching strategy.