Impacting Constructivism on the Learning of Mathematics among High school Girls in Kenya

Abstract

Learning Geometry underscores exploring diverse representations such as manipulatives, illustrative drawings, mathematical formulae and learner-based activities targeting development of learners’ potential. Achievement in geometry component of the national examination in Kenya used for placement of candidates into tertiary institutions of learning has registered very low levels. This study investigated the impact of constructivism on the learning of three-dimensional Geometry among secondary school Girls. The study used a quasi-experimental design of non-equivalent groups incorporating a pretest, a teaching experiment and a post-test examination. A total of 3429 learners and 589 teachers participated in the study. The teaching experiment used to determine which, between constructivist approach and conventional approach would yield superior outcomes. Effects of pre-test and instructional approach were controlled. One thousand two hundred and eighty learners (1280) in year three of secondary education participated in the teaching experiment. Analyzed information originated from interviews, questionnaires, pre-test and post-test. Data were analyzed quantitatively and qualitatively. Data collected was analyzed descriptively using mean and standard deviation values, while t-test and ANOVA were used to test the differences between group means at α=0.05 level. Learner participants who used the constructivist approach emerged with better ranks and superior mean scores irrespective of the instructional resources used. Results from the post-test indicate that the constructivist approach is more effective than conventional methods for teaching three D Geometry. Unsatisfactory performance in three-D tasks by female learners was linked to underutilization of concrete instructional resources. The study recommended use of a standard set of tangible materials for teaching and establishment of mathematics resource rooms.