Author: Raju Sha
DOI Link: https://doi.org/10.70798/PP/030210002
Abstract: Constructivist teaching strategies emphasize active learning, where students construct knowledge through experience, interaction, and reflection rather than passive reception. This study explores the effectiveness of constructivist approaches in school education, focusing on their impact on students’ academic achievement, critical thinking, and engagement. Using a mixed-method approach, data were collected from selected secondary schools through classroom observations, student assessments, and teacher interviews. The findings reveal that constructivist practices—such as collaborative learning, problembased tasks, and inquiry-driven instruction—significantly enhance students’ conceptual understanding and participation. Students exposed to these strategies demonstrated improved problem-solving skills, greater motivation, and deeper retention of knowledge compared to those taught through traditional methods. Teachers also reported a shift in their roles from knowledge transmitters to facilitators of learning. However, challenges such as limited resources, large class sizes, and insufficient teacher training were identified as barriers to effective implementation. The study concludes that, despite these challenges, constructivist teaching strategies offer a powerful framework for fostering meaningful learning experiences and improving overall educational outcomes in school settings.
Keywords: Constructivism, Active Learning, Student Engagement, Critical Thinking, School Education.
Page No: 10-17