Teachers' Perception and Practice of Constructivist Teaching Approach

The Case of Secondary Schools of o Kamashi Zone

Abstract

The purpose of this study was to investigate teachers’ perceptions and practices of constructivist teaching approach, assess the extent to which teachers’ perceptions influence their practices and identify factors affecting the implementation of constructivist teaching approach in Kamashi Zone, Benishangul Gumuz Regional State. To conduct the study, descriptive survey design was employed. A total of 138 respondents participated in the study and completed questionnaires. To be successful in the study three basic questions were raised. The research design employed in the study was mixed incorporating both quantitative and qualitative approaches. A qualitative approach that used observation check lists, focus group discussion and interviews for data gathering: ten lessons were observed while the teachers were teaching in the actual classes. In addition, semi-structured interviews were conducted with five teachers, five school principals, five students and three supervisors. In the selection of the sample population, comprehensive and random samplings were used. The data were analyzed using percentage, mean and frequency counts. The findings of the study revealed that the respondents have perceived constructivist teaching approach positively. In spite of their good perceptions, their practices of constructivist teaching approach were low. Among the major factors affecting the effective implementation of constructivist teaching approach were teachers’ lack of commitment, lack of students’ interest and language deficiency, shortage of time to cover the available contents of textbooks, lack of instructional material and large class size. From the result of this study, it is possible to conclude that teachers were positively perceived the constructivist teaching approach and it was inadequately practiced. Finally, recommendations were, during the change of teaching materials and methods the concerned bodies take into account teachers' perceptions, teachers’ active involvement to protect the preferring of students' traditional approach in teaching learning process, Ministry of Education and other concerned bodies should organize successive workshops and in-service training, training institutions should strengthen constructivist teaching approach requirements for teachers trainees, discussion is needed between implementers of constructivist teaching approach to overcome the classroom conditions and lastly it is important to conduct research on the area in order to know teachers' perception and practice of constructivist teaching approach and factors affecting its implementation in schools were forwarded based on the major findings so as to minimize problems encountered and maximize the implementation of constructivist teaching approach in the study area.