CHAPTER – I

1.1 Introduction

In Yester decades English had persistently to harden as the all inclusive

dialect, the possibility that capability in English is the way to upward

versatility is spreading. The pattern is throughout India, yet the nature of

English education keeps on fluctuating impressively. Unequal prospects since

early on incredibly affect future chances and keeping in mind that English

helps to take off up, still a substantial percentage of Indians are still behind.

Most of the time, English is still seen as the dialect of the world class, yet

underprivileged peoples are likewise utilizing it to emphatically transform them.

English Education in India

The Indians were found out in traditional technique for education until

the point when the principal half of nineteenth century and when Europeans

landed in India the academic framework existed was not modernized. After the

foundation of British pioneer established in India, they contemplated to present

the modernized the education through the medium of English with the

assistance of Christian Missionaries. From the time of second quarter of

nineteenth century, the East India Company presented the English education.

This was the period they were ruling more places of India. At this phase, for the

smooth organization of administration they required to increase their

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administrative assistants. The organization expert discovered that bringing

labor to India is expensive. This is a standout amongst the most imperative

cause behind East India Company to enhance English education in India, it is

extremely shabby to produce adequate and qualified specialists to enroll for

administrative employments. At a similar they limit Indians to work in high

posts. They likewise felt that the lifestyle of English East Company is

predominant than the Indian culture. In this way, the education of English will

empower Indians to learn with a modern view and there by socialize the

Indians.

After making up their mind to bring a enhanced modern education

system in India, there started discussion with the current Governor General

William Benedick that which medium of dialect must use in Indian education

system. Some contended that the medium ought to be the Indian vernacular or

nearby dialects and other group of individuals contended English dialect ought

to be the medium to educate in India.

The Governor General William Benedick delegated a commission under

the President of Lord Macaulay to think about the issue. At long last in 1935,

Lord Macaulay tackled this issue by the contention of 'English dialect ought to

be utilized to show western sciences as orders. This Lord Macaulay's triumph

prompts advance English dialect in India.

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Woods Despatch' commonly believed as the 'Magna Carta of English education

in India'. Woods Despatch' is presented by Charles Woods, the chief of Board of

Control in 1854 amid the Governor General of Lord Dalhousie. The

organization authorities gave more significance to the essential education and

furthermore the utilization of English dialect. It is one of the extraordinary

change by British in India and the most critical advance in the historical

backdrop of the modernized education system in India.

Raja Ram Mohan Roy was one of the incredible social reformer upheld

present day instruction. Numerous other social related developments

contended for present day instruction like Brahmo Samaj, Arya Samaj,

Aligarh Movements and so on.

Constructivism, as another contemplation, is another learning theory. A

few people concur that the main constructivist is Socrates. His

"hippcrates" is an effective model for constructivism instructing. Kant's

examinations on the combination of logic and observation demonstrate

sort of constructivism. As he would like to think, the subject can't open

toward the outside world straightforwardly. Just by the developed inside

foremost psychological principles, the subject can sort out

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encounters and create learning. Afterward, alongside the exchange of

structuralism system toward post-structuralism, the outright status of

logic is broken further. Constructivism taking in principle appears from

the advancement of cognitivism, transforming into another learning

hypothesis.

In context of brain science, the primary who contribute a great deal to the

advancement of constructivism thought and apply it to classes and

understudies' learning and improvement are Dewey, Piaget, and Vygotsky.

Dewey progresses the test learning hypothesis, stressing on the age and

change of encounters. Switzerland Famous analyst Piaget is taken as the

precursor of current constructivism. In 1972 Piaget advances the ideas of

"absorption" and "similarity". As he would like to think, the

acknowledgment implies the subject influences the question by his

special acknowledgment structure, accomplishing a harmony between the

subject and the protest. In light of mental thoughts, Piaget feels that all

information has the outside beginning and understudies' subjective

advancement is realized normally during the time spent getting learning.

Amid 80s in 20thcentury, Russia amazing therapist Vygotsky establishes

the base for the development of current constructivism. As per his

thought, learning is a social development. Singular learning is under sure

history and social foundation.

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Raja Ram Mohan Roy was one of the great social reformer supported modern

education. Many other social related movements argued for modern education

like Brahmo Samaj, Arya Samaj, Aligarh Movements etc.

Constructivism, as a new thought, is a new learning philosophy. Some people

agree that the first constructivist is Socrates. His “hippcrates” is a successful

model for constructivism teaching. Kant’s studies on the integration of

rationalism and empiricism indicate kind of constructivism. In his opinion, the

subject cannot open toward the external world directly. Only by the

constructed-internally principal cognitive rules, the subject can organize

experiences and develop knowledge. Later, along with the transfer of

structuralism methodology toward post-structuralism, the absolute status of

rationalism is broken further. Constructivism learning theory comes into being

from the development of cognitivism, turning into a new learning theory.

In perspective of psychology, the first who contribute a lot to the

development of constructivism thought and apply it to classes and students’

learning and development are Dewey, Piaget, and Vygotsky. Dewey advances

the experimental learning theory, emphasizing on the generation and reform of

experiences. Switzerland Famous psychologist Piaget is taken as the forerunner

of modern constructivism. In 1972 Piaget puts forward the concepts of

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“assimilation” and “conformability”. In his opinion, the recognition means the

subject affects the object by his unique recognition structure, achieving a

balance between the subject and the object. Based on psychological ideas,

Piaget thinks that all knowledge has the external origin and students’ cognitive

development is actualized naturally in the process of receiving knowledge.

During 70s and 80s in 20thcentury, Russia excellent psychologist Vygotsky

founds the base for the formation of modern constructivism. According to his

idea, learning is a social construction. Individual learning is under certain

history and social background.

Constructivism learning theory

On knowledge

Knowledge is only an explanation and an assumption but not the final answer

for all questions. In contrast, it will be discarded along with the human process

and new assumption will appear. Besides, knowledge cannot summarize the

world rules precisely. In other words, we cannot apply knowledge to certain

problems directly.

We have to analyze certain issue based on practical conditions. In addition,

constructivists agree that knowledge cannot live on its physical form and out of

specific entity. Although language and signals endow knowledge with certain

forms, it does not mean learners have same understandings toward these

statements, just as one hundred people will have one hundred different

understandings toward Hamlet. These understandings are based on individual

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learners’ experiences and backgrounds, what is determined by specific learning

experience.

On learning

Learning is the process that individuals construct their cognitive structures.

“Construction” is a kind of initiative, conscious, and self-organized recognition

way. It is the “interaction” between the subject and the object. The learning

process is the construction of knowledge. Learning is an initiative construction

and the generation of meanings. This process is completed by the interaction of

learners’ old and new knowledge. In other words, pure external stimulation is

meaningless. Only when learners code, process, and construct their unique

understandings based on their previous experiences, can it be real learning.

On students

Students enter classrooms with their rich previous experiences. They hold their

opinions toward daily life and even universal issues. Even though they do not

know some issues and have no experiences, they may form special

explanations and assumptions based on previous experiences and cognitive

abilities as some issues appear. That is not illogical guess but logical

assumption based on previous experiences. Therefore, teaching should take

students’ previous knowledge and experience as the growth point of new

knowledge, and introduce students to generate new knowledge from the former.

On teachers

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As we emphasize on the students as the subjects, we should change the role of

teachers, from the initiator and the indoctrinator into the helper and the driver

for students constructing meanings initiatively. In other words, teachers

should be the designer of teaching environment, the guider for students’

learning, and the academic consultant for students. It

discards the traditional teaching mode that takes teachers as the center, which

merely focuses on conveying knowledge, regarding students as the object for

receiving knowledge. The new teaching mode takes students as the center,

under the guidance of teachers. Teachers organize and guide the whole

teaching process.

Implication of constructivism theory

on classroom teaching in basic education Based on analysis above, we know

that constructivism learning theory puts forward new explanations for learning

and teaching. According to this theory, students are the subject in teaching.

Teachers should offer more humanism cares for students and create a

favorable teaching environment for students. It emphasizes on the initiatives

and the interaction in teaching. Students should focus on exploration learning

and cooperative learning based on previous knowledge and experiences by

means of interactive actions. By this way, students can improve their cognitive

ability continuously. Teachers can help students form the positive technique,

the affection, the attitude, and the habit in learning. All these innovative ideas

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constitute the complete constructivism teaching theory system, which

contribute a lot to modern teaching theory. Constructivism teaching theory has

important meanings for China’s basic education that focuses on improving

students’ comprehensive quality.

Reform the teaching view

S. Pro. Lan Ye has said: “Today’s teaching reform should change not only the

teaching theory but also the teachers’ teaching views, together with teachers’

daily teaching activities.” In the traditional teaching mode, teachers explain,

analyze, and introduce too much. Students receive knowledge passively. They

have few time and space for thinking. The traditional mode neglects students’

practicing process and just input fixed things into students. As a result,

students will refuse to think by themselves. This mode taking teachers’

teaching as the center is not good for developing students’ potentials and their

development. In contrast, the constructivism agrees that learning is initiative

and positive. In learning, students are the subject of teaching. Without

students’ initiative participation, the learning is meaningless. In teaching,

teachers are the subject of teaching. Teachers mean to inspire and guide

students to learn knowledge effectively.

Emphasize on cooperation and communication and train students’ cooperative

consciousness. In traditional teaching, the cooperation between teachers and

students, students and students are neglects. Constructivism agrees that

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knowledge is the social construction of individuals and others by negotiation.

Therefore, in the process of constructing knowledge, students must cooperate

and communicate with others. In a cooperation and communication

environment, students can enlarge their views, instead of receiving knowledge

passively. It can help them to build up their own knowledge system, cultivate

their innovative spirit and problem-solving ability.

Constructivism as a new Method of Teaching

This research work started with the help of trained teachers in four schools.

Trained teachers did know the students' centred teaching but their teaching

behaviours were almost teachers-centred. So, there always arises such

questions :

What is constructivism? How is it different from conventional way of teaching?

What is a sharp line that distinguishes the conventional and constructivism

ways of teaching, one on the left and another on the right? What are the

similarities and differences between these two methods? To answer the first

question, the standard source a dictionary was consulted. Page & Thomas

(1977 p. 84) defines' constructivism as a: "viewpoint in learning theory and

child development which holds that a child actively constructs his/her own

ways of thinking as a result of innate capabilities interacting with his/her

experience.

The aforementioned activities are not new prescription for teaching

mathematics. It is simply a set of activities which are necessary in

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constructivism. Constructivist theory posits that students make sense of the

world by synthesizing new experiences into what they have previously

understood. They form rules through reflection on their interaction with objects

and ideas. When they encounter an object, idea, or relationship that does not

make sense to them, they either interpret what they see to conform to their

rules or they adjust their rules to better account for the new information.

Jaeger (1992) presented a paper, "The Constructivism of Meaning From

Experience" at the Annual Meeting of the National Council of Teachers. He

further stated that tenets of a constructivist perspective include: (1) learners

come to school with a wealth of prior knowledge, (2) learners make meaning 'of

their world by logically linking pieces of knowledge, communication, and

experiences, (3) these belief systems are resistant to change; (5) direct

instruction is unlikely to change belief systems, (6) learning takes place when

confrontation with new experience yields dissonance; (7) a social context

facilities these processes; and (8) learning takes place best in a meaningful

context. All these can be addressed by constructivist way of teaching.

In this context it is imperative to discuss in what way these two methods differ.

In conventional method the teacher cannot check on individual students, it

becomes comparatively easy for a student to idle away his time. A large class

situation demands more self-motivation and self-discipline from the student

than a small class where the teacher is able to be more aware of what his

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students are doing. One of many solution of the above problems is

constructivism, a new way of teaching.

Constructivism, to a greater or lesser degree, provide solutions to the

above problems. The class members seldom come together on mass but meet in

small groups or work individually, thus the mass disciplinary problems can be

avoided. Because many of the tests are self marked, marked in the group, the

overall marking burden on the teacher is reduced. It is more appropriate, if we

read what Piaget, the proginator of constructivism, says.

One of Piaget's followers, Aebli (1951), cited in Hilgard & Bower(1975, p.

340), made some suggestions about how to use Piaget's theory in relation to

teaching. He translated the epigram made by Piaget into English language as

"To think to operate". Hence, all teaching should stress pupil initiative, an

active experimentation with environment in which overt actions gradually

become translated into mental operations. A second important point is that

interaction with peers is important, if for no other reason than to liberate the

child from his egocentrism. In group activities he must eventually learn to take

the perspective of the other, leading what Piaget calls decentration.

Constructivist teachers encourage student inquiries by asking thoughtful,

open-ended questions and encouraging students to ask questions of each

other. The questions are designed to challenge students to look beyond the

apparent, delve into issues deeply and broadly, and form their own

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understanding. Often, there is no one "right" interpretation, even though some

analyses are more sophisticated and useful than others.

These days, National Council of Teachers of Mathematics (NCTM

Standards) is working hard to support the mathematics teachers for teaching

mathematics meaningfully. NCTM advocates that bridges from the concrete to

the symbolic could be established meaningfully through mathematical

relationship. These connections may tie the teaching of mathematics with

applications and actual problems-solving activities. These connections may

also link real world models with abstract mathematical ideas. The teacher's

role is not to build a single bridge from the concrete to the abstract, but rather

to provide a learning climate that facilitates a continual process of bridge

building. Many different researches have consistently documented the teachers

essential role, not only in establishing these bridges but also in helping

children make the transition

from concrete to abstract.

In preparing for a class, a teacher selects task which have a high

probability of calling the students to action. The "call to action" serves as an

invitation both to the problem solver and to the teacher. While the problem

solver (individually or in group) is invited to engage in action and reflection, the

teacher is invited to see understanding of the problem being solved, the action

chosen, and the nature of the reflections. Reflection serves to provide feed back

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on the results of the action. Actions and reflections occur in a subgroup and

whole class discussion when they share the meaning. The role of the teacher in

this process is that of a facilitator and every effort is made to be non-

judgemental, always encouraging to accomplish the task. Hence the essence of

constructivism is highlighted below:

English Language Teaching Methods:

The grammar -translation method, the Direct method, Audiolingual method,

Bilingual method, Dr. Michael West’s the new method, and Suggestopedia etc.,

are among the methods used commonly by the teachers of English in India. An

attempt, therefore, has been made to review these methods as below:

Translation Method:

This method, also known as the classical method, is one of the oldest or

traditional methods of teaching English. In Europe it was used in the teaching

of Latin and Greek for several centuries, and got introduced in India with the

arrival of the British.

This method, according to Pahuja, “has no psychological basis but has two

suppositions: that a foreign language can easily be learnt through translation

and that grammar is the soul of language.”17 Criticizing this method, Rouse

remarks that the aim of this method was “to know everything about something,

rather than the thing itself.” 18 Students found the method frustrating as they

had to memorise words and rules. The use of ‘L1’ in the classroom prevented

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the learner from developing confidence to communicate in English. The

learners found it very difficult to emancipate themselves from the clutches of

their mother- tongue. They were unable to use English in their day-to-day

communication. The excessive obsession with accuracy and competence in

written rather than oral language inhibited learners who often preferred to

remain silent rather than expose their ignorance

The Direct Method:

The direct method, sometimes also called as the ‘reform’ method, ‘natural’

method, ‘psychological’ method, ‘phonetic’ method and ‘anti- grammatical’

method, was established in France and Germany around 1900, and introduced

in India in the early 20th century as a reform which was needed in the

methods of teaching English. This was developed, as Rao has pointed out, “as a

reaction against the grammar-translation method”. The major assumptions of

this method were in opposition to the grammar-translation method. Hence, it is

considered as a 128 reaction against the grammar-translation method with a

distinct grammatical bias. Again this method is a logical extension of the

Natural method. It is also an offshoot of the Behaviourist school of psychology.

It insists that the key to all language learning lies in association. It stresses the

need for direct association between experience and expression in the foreign

language. The aim is to enable the learner to think in foreign language and to

cultivate an unerring language sense. It recognises that language sense has its

roots in the spoken language and lays stress on the oral approach. In the

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opinion of Diller this method has one basic rule: “no translation is allowed” . In

fact, this method receives its name from the fact that meaning is to be

conveyed directly in the target language through the use of demonstration and

visual aids, with no recourse to the students’ native language. For example, in

a reading lesson to class V, a new word ‘watch’ occurs.

If we associate it with its intermediate in the vernacular, i.e. ‘Gharee’, we are

teaching the meaning indirectly; but if on the other hand, we associate the

word with an actual ‘watch’ or with the picture of a watch, we are teaching the

meaning directly. If such a direct association is not possible, the teacher can

explain the meaning of new words by giving synonyms, definitions,

explanations, or by inference from the context. The same technique with a few

modifications here and there, can be followed in teaching compositions-oral or

written. Many new words can be added to the vocabulary of the learner without

the intervention of the mother tongue.

The Audio-Lingual Method:

During the World War II, American soldiers had an urgent need to learn

languages like-German, French, Chinese or Japanese to communicate

effectively when posted in various countries. The Army Specialised Training

Programme (ASTP) was established in 1942 by American linguists to meet this

urgent need. 55 American Universities were involved in the programme by the

beginning of 1943. This technique of teaching was initially called the ‘Army

Method’ and was the first to be based on linguistic theory and behavioural

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psychology. The objective of this programme, as stated by Richards Jack, C.

and T.S. Rodgers, was for students “to attain conversational proficiency in

variety of foreign languages.”

Since this was not the goal of conventional foreign language courses in the US,

new approaches were necessary. Leonard Bloomfield, a linguist at Yale, had

already developed training programmes as a part of their linguistic research

that were designed to give linguists and Anthropologists mastery of American-

Indian languages and other languages they were studying. Textbooks did not

exist for such languages. The technique which Bloomfield and his colleagues

used was sometimes called as the ‘informant method”.

Excellent results were achieved by this method. The ‘ASTP’ lasted only two

years but attracted considerable attention in the popular press and in the

academic community. For the next ten years the army method and its

suitability for use in regular language programmes were discussed.

The Bilingual Method:

This method was developed by Dr. C.J. Dodson. As the name suggests, the

method makes use of two languages- the mother tongue and the target

language. Hence, this can be considered as a combination of the direct method

and the grammar-translation method. ‘Selection, ‘Gradation’, ‘Presentation’,

and ‘Repetition’ are the four cardinal principles of all language teaching

methodology. This method has all the four principles in it. In the opinion of

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Dodson a good method should promote thinking in the language. According to

him a new method should have the following features as:

i) It must be simple.

ii) It must strike a balance between the spoken and the written word,

accuracy and fluency.

iii) Constant revision of what is taught and learnt.

iv) A new method must offer a new approach to the application of

translation work.

v) The method must give the teacher an opportunity to promote

intercommunication between himself and the individual pupil.

vi) The method must be sufficiently flexible to cope with various

classroom conditions and the pupils’ specific and general abilities.”

The New Method:

This method was evolved by Dr. Michael West, who taught English in India for

a number of years and was well-aware of the English language teaching

situation in India. He found that for Indian learners of English, learning to read

English was easier than speaking it. He recommended an emphasis on reading

not only because he regarded it as the most useful skill to acquire in a foreign

language but also because, as Stern points out: “it was the easiest skill with

the greatest surrender value for the student in the early stages of language

learning.”

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West viewed language teaching programme as a whole and gave each skill its

legitimate place. He believed that: “The initial stage of learning a foreign

language should, we believe, be to learn to read it-even in the case of the

student who aims at complete mastery (of reading, writing and speech)”.His

compilation of the ‘New Method Readers’ paved the way towards the method

based primarily on reading and it came to be known as ‘The Reading Method.’

According to Yardi, this method was of ‘particular relevance’ to India.

West realized that, by and large, most Indians required only the receptive skills

of English. Besides, learning and teaching how to read and comprehend written

English is easy and not affected by the size of the class. Stern says: “The

reading method was a theory of language teaching which deliberately restricted

the goal of language instruction to one of practical attainable utility.”64 Thus,

the statement cited above makes it clear that this method was well supported

by the psychological principle that listening and understanding precede

speaking and writing. Hence, this method had a strongly pragmatic basis.

The Structural Approach:

This approach as Kripa K. Gautam states “is based on the belief that language

consists of ‘structures’ and that the mastery of these structures is more

important than the acquisition of vocabulary. Since structure is what is

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important and unique about a language, early practice should focus on

mastery of phonological and grammatical structures rather than on mastery of

vocabulary”. This approach, according to Kulkarni ‘emphasizes the teaching

and learning of the basic items or materials that constitute the framework of a

language’.

The cause of the emergence of this approach was the extensive research

conducted on English language teaching as a foreign language at the University

of London institute of Education. This approach as, Dr. Bhat asserts ‘is

definitely an improvement upon the Direct Method, though the techniques and

principles are not widely different’. The exponents of this approach consider

that language consists of ‘structures’ and structures are more important than

the vocabulary.

These structures are carefully graded in terms of both meaning and form. The

term ‘structural’ according to Kripa K. Gautam “is referred to the following

characteristics:”

a) Elements in a language are linearly produced in a rule governed way.

b) Language samples can be exhaustively described at any structural level of

description (phonemic, morphological and syntactic).

c) Linguistic levels are thought of as a system within systems. These sub-

systems are pyramidally structured-phonemic systems leading to morphemic

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systems, and those in turn lead to be higher level systems of phrases, clauses

and sentences”.

The Structural-Oral-Situational Approach:

This approach, popularly known as the S-O-S approach, came into being as an

alternative to the direct method. It is an outcome of the experiments carried

out in the army camps during world War II. It is the presentation and practice

of carefully selected and graded grammatical structures of English in effective,

meaningful situations, initially through speech and later through reading and

writing. Language is viewed as structurally related elements for encoding of

meaning, the elements being phonemes, morphemes, words, structures and

sentence types. According to Rao the theory underlying this approach is that

language exists in situations; it cannot be used in vacuum. Language is used

according to the needs of the situation.88 In view of this Rao suggests

presenting a new language item in meaningful situations. It would make the

input comprehensible for the learner. Situational use of English is aimed at in

this approach.

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The Communicative Approach:

Dr. Sharada Bhat opines that the communicative approach to teaching of

English is organized on the basis of certain communicative functions, such as

apologizing, describing, inviting, promising etc. that the ESL learners need to

know. She further, adds that this approach, as applied to English explains the

language in terms of the functions it performs. This approach, according to Dr.

Bhat, does not ignore the role of grammar in the process of language learning,

but it insists that the grammatical rules are useless unless they are applied to

real-life situations . Communicative approach focuses on the significance of

language functions because the learner needs knowledge of both meaning and

functions. It lays emphasis on functional, communicative and social interactive

activities.

It also lays emphasis on the semantic aspect of the language. In order to

improve the ability of reading comprehension it is essential that the learner

knows the semantic aspect of the language. Dr. N.S. Prabhu draws a

distinction between linguistic competence and communicative competence and

says that there is a logical relationship between the two. Prabhu says that a

language structure is best acquired when the learners’ attention is on meaning,

when the learner is preoccupied with understanding, working out, relating or

conveying messages and copes with the language.

This ‘coping’ or ‘deployment’ is central to the process of language

learning. Prabhu further states that there is no syllabus in terms of structure,

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no pre-selection of language items for any given lesson. The basis of each

lesson is a problem or a task and the conduct of the lessons consists of setting

the task, demonstrating ways of tackling it and, in the process, giving some

pupils a chance to attempt it, then getting all the pupils to attempt and, finally

giving each pupil a rough indication of the measure of his success. The

function of the task, as Prabhu opines, is to bring about a self-reliant effort by

the learners. Tasks, according to him, consist of : interpreting a schedule,

giving a set of directions, deciding which action is right and why. Attention to

grammar is entirely incidental. Incorrect sentences are rectified by the teacher.

1.1 STATEMENT OF THE PROBLEM

Constructivism is a school of thought that views knowledge as subjective,

where there is a possibility of multiple interpretations. As an approach it

facilitates students to construct knowledge and apply it in various situations. It

helps the students, not only in acquiring knowledge but also in thinking skills

and value development. This is particularly essential in Social Studies

education, where achievement in Social Studies, development of critical

thinking ability and value preference are seen as outcomes of Social Studies

teaching. Hence the present study is entitled as: “Effectiveness of

Constructivist Approach in Teaching English Grammar to school level

children’s of Jabalpur District ”

1.2 Rationale of the study

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 Educational curricula and learning methods are changing. One component

of the current redevelopment of all subject area curricula is the change in focus

of instructions from transmission curriculum to a transactional curriculum. In

traditional curriculum a teacher transmit information to student who passively

listen and acquire facts in transactional curriculum students are actively

involved in their learning to reach new understandings. Constructivist

Instructions (CI) faster critical thinking and creates active and motivated

learners. (Zeleman Daniel and Hyde 1993) learning in all subject areas involves

inventing and constructing new ideas. They suggest that constructivist theory

be incorporated into the curriculum, and advocate that teachers create

environment in which children can construct their own understanding.

The aims and objectives of English education at middle school level spelt

out were unfortunately not implemented properly. In spite of the effort made by

many committees and commissions as listed earlier, the quality of education is

not satisfactory. After the National Curriculum framework, there is a change in

the textbooks, role of the teacher, and involvement of the community and so

on. The textbooks are activity based; inclusion of learner centered teaching

learning process and increased utilization of community resources. National

Council of Educational Research and Training (NCERT) emphasized viewing the

child as a constructor of knowledge.

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 In the conventional classroom, the classes are usually driven by teacher

talk and depend heavily on textbooks for the structure of the course. Teacher

serves as pipelines and seek to transfer their thoughts and meanings to the

passive students. Thus there is little room for student initiated questions and

independent thought and interaction between students. They emphasis the

learning of answers more than the exploration of questions, memory at the

expense of critical thought ,bits and pieces of information instead of

understanding in context, recitation over argument, reading in lieu of doing.

They fail to encourage students to work together, to share ideas.

1.3 Need and Importance

A constructivist classroom is student centered classroom. From a

constructivist perspective where the student is perceived as meaning maker,

instructions are replaced by student centered approaches where process of

understanding is emphasized. In this concern Applebee(1993) suggest that

rather than treating the subject of English as subject matter to be memorized a

constructivist approach treats it as a body of knowledge, skill and strategies

that must be constructed by the learner out of experiences and interactions

within the social context of the classroom. It is also believed in constructivism

that knowing occurs by a process of construction by the knower so Lind Fors

(1984) advises that how we teach should originate from how student learn.

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 In constructivism instructions are constructed in such a manner that the

students easily understand the context. New ideas and concepts are based on

the current knowledge so the learner can easily overcome similar problems in

future, learner select the information, construct his own ideas makes

discussion with the aim of integrating new experiences. Constructivism

emphasized the importance of the world knowledge and beliefs and bring into

learning new knowledge. So discussing the importance of constructivism the

possibilities for constructivist activities are limitless. It is important however

regardless of subject area, to provide enough activities for student choice and

to encourage student generated activities. Constructivist teaching is an

exceptionally interesting and exciting way to teach because students are

involved in learning activities they appear to enjoy and much more Student

teacher conduct is possible so learning becomes long lasting and effective. In

coming time it is very essential to assimilate school syllabus and teacher

education in the view of constructivism. So constructivist instructions and

training should become the integral part of the teacher education programme.

English plays a vital role in the all-round development of the child as it deals

with the man and the society in which he/she lives and it carries special

responsibility in preparing a child to become a well informed constructive

participant in society and capable of developing healthy social relationships

with one another in the society. It helps in socializing a child as it deals with

the attitudes, ideals, values and appreciation of the child to a large extent. With

26
these views English has been given the status of a core subject in the

curriculum of ten-year schooling as recommended by Iswarbai Patel Committee

(1977).

In this context there is a real need for a transition from traditional

teaching to new approaches which help the student to construct knowledge.

Constructivism is new approach which sees what child already knows, how it is

related with the present knowledge, and how he/she learns a particular

concept. Constructivism has also strongly influenced education through recent

paradigm shifts in assessment (Alleman & Brophy, 1998), and in language arts

(Bruner, 1986), science (Yager, 1991) and mathematics (Schifter, 1996)

curriculum and teaching. Task of education should be to develop capacity

among the students to make best moral choice and prepare them to assimilate

values. In this context, there could be no other subject other than social

studies through which values could be inculcated. On the basis of above

discussion the present study seeks to gather information on the effectiveness of

constructivist approach on the achievement in social studies, development of

critical thinking ability and value preference. This will be fulfilled only by

restructuring the social studies teaching methods and reinforcing the

pedagogical approaches from teacher-oriented to learner-oriented.

The researcher reviewed literatures related with constructivism, critical

thinking ability and value preference in the context of India and abroad. There

are studies conducted in constructivism in different subjects in abroad, but

27
very few studies were conducted in the context of India. As far as English is

concerned, most of the studies are conducted abroad, very few studies were

carried out in India that assess the effectiveness of constructivist approach in

teaching of English.

In the light of the above, it was felt necessary to investigate upon the

effectiveness of Constructivist approach in teaching of English at middle

school.

1.4 Objectives of the Study

Research objectives are problem formulation to describe the aim of

research, the objectives provide an accurate description of the specific actions

taken to reach the aims of the study. As with the present research problem

formulation, the overall objectives are framed as follows.

1. To study the effect of Constructivist Approach (CA) on Learning Achievement

in English of Students of Jabalpur.

2. To examine the different dimension(s) of achievement in English of students

of Jabalpur.

1.5 Variables of the study

The two main variables in an experiment i.e. independent and dependent

variable. An independent variable is the variable that is changed or controlled

in a scientific experiment to test the effects on the dependent variable.

A dependent variable is the variable being tested and measured in a scientific

28
method. The another important variable is control variable which is the one

element that is not changed throughout an experiment, because its

unchanging state allows the relationship between the other variables being

tested to be better understood.

Independent Variables : Constructivist Approach

The independent variables of the study was constructivist approach being used

for teaching English among middle school students.

Dependent Variables: Academic Achievement

The dependent variable of the study was academic achievement in English

language and their attitudes toward learning.

Control Variable : Adolescents of Middle schools

The independent variables of the study was adolescents of middle schools of

Jabalpur who were acting as a subject of the study.

1.5.1 Constructivism

Any theory has its basis and background. Constructivism learning theory is not

an exception. Its origins mainly include philosophy and psychology.

1.5.2 Academic Achievement

Academic achievement represents performance outcomes that indicate the

extent to which a person has accomplished specific goals that were the focus of

29
activities in instructional environments, specifically in school, college, and

university. School systems mostly define cognitive goals that either apply

across multiple subject areas (e.g., critical thinking) or include the acquisition

of knowledge and understanding in a specific intellectual domain (e.g.,

numeracy, literacy, science, history). Therefore, academic achievement should

be considered to be a multifaceted construct that comprises different domains

of learning. The quality of teaching, in particular, has been emphasized as a

predictor of student achievement. Altogether, there are valuable cross-sectional

studies investigating many predictors of academic achievement.

1.6 Operational Definitions of Key Terms

The terms used in the study are operationally defined as follows:

Constructivist Approach

Constructivism is an approach to instruction, based on a descriptive theory

about the thought process involved in learning. In this study, constructivist

approach is viewed as an approach to instruction through 5Es cycle (Engage,

Explore, Explain, Elaborate and Evaluate) where the learner actively constructs

his/her ideas. By constructivist approach the investigator means the social

constructivist perspective and the lesson plans were developed through 5E

approach of constructivism proposed by Rodger Bybee.

The 5Es are: Engage – In the stage engage, the students first encounter and

identify the learning task.

30
Explore-In the exploration stage the students have the opportunity to get

directly involved with phenomena and materials.

Explain-The third stage, explain, is the point at which the learner begins to

put the abstract experience through which he/she has gone into a

communicable form.

Elaborate-In the stage four, elaborate, the students expand on the concepts

they have learned, make connections to other related concepts, and apply their

understandings to the world around them.

Evaluate-The fifth stage is an on-going diagnostic process that allows the

teacher

to determine if the learner has attained understanding of concepts and

knowledge.

Achievement in Grammar

The term achievement in Grammar is conceived as one’s learning attainments,

accomplishments or proficiencies in performing a given task in Grammar which

results in development of students.

1.7 Analytical definition of variables

Analytical understanding, as opposed to descriptive understanding, involves

grasping evidence and methods behind a concept. It requires fluency in basic

principles and explains why specialists can "flounder" outside their specialty.

31
Fluency requires extensive training and/or reading of primary literature. In a

given field some specialists lack these skills, while some nonspecialists acquire

them via interest and perseverance

Educational constructivism assumes that learners create concepts rather than

memorize them. Concept construction is important for higher level concepts

and where learners begin with misconceptions. In physics, for example,

Newtonian mechanics involves several independent principles. Students

normally begin with intuitive (Aristotelian) notions of mechanics. Students

must unlearn old views and construct new views. They use texts, laboratory

demonstrations and discussion. Professionals use professional literature,

laboratory experiments and peer discussion; the process is ingrained, intuitive,

and barely perceived. For beginners the process is likely opaque. Successful

constructivist learning requires intellectual flexibility, perseverance and fluency

in employing tools. Naive peers may reinforce rather than correct

misconceptions.

1.8 Limitations

 The study is confined to middle school students of class XII.

 Only some topics of a single subject such as _____?____ are considered

for the study.

 The Investigator has selected only two schools, a government school and

an aided school of Jabalpur district.

32
 Subjects of the study were 200 students due to practical difficulties in

conducting an experimental study.

33
 Chapter-II

Review of Literature

A literature review is a search and evaluation of the available literature in

your given subject or chosen topic area. It documents the state of the art with

respect to the subject or topic you are writing about. The literature review

surveys scholarly articles, books, and other sources relevant to a particular

area of research or interest. Within the review the author provides a

description, summary and critical evaluation of each source, i.e. the strengths

and weaknesses. The literature review may also identify gaps or controversies

in the literature and topics needing further research.

The format of the literature review may vary from discipline to discipline,

and from assignment to assignment, but the purpose is standard: critical

analysis of a body of knowledge through summation and comparison.

This chapter discusses about the review of related literature and

researches carried out in the area of constructivism. The reviewed literature

and researches are categorized into i) studies on constructivist approach in

general, ii) studies on constructivist approach in classroom environment and

curriculum, iii) studies on constructivist approach in other subject areas

34
 In her study Ketika Tyagi (2013) revealed the influence of

constructivism in teaching on academic achievement of IV class students. The

sample consisted of 75 students of Central School, Muzaffarnagar (Uttar

Pradesh).In which 38 students of control group and 37 students are of

experimental group. Self made achievement test of EVS was prepared. Pre test

of academic achievement were taken of both groups. Lessons based on

constructivist methods were constructed and experimental group was taught

for approximately 56 days with these lesson plans. Control group was taught

with traditional methods. Then post test of both groups were taken. Scores

were compared with the help of t-test. The result shows that there is a

significant effect of use of constructivism in teaching on academic achievement

of primary class students.

In a quasi experimental study Nayak Rajendra Kumar (2011)

determined students’ learning in Constructivist environment and its

subsequent effect on achievement in mathematics at elementary level of

learners. The study tries to prove the difference in achievements of two groups

of grade-V children who were exposed to traditional and constructivist

pedagogy respectively in three different urban schools of Odisha. This study

was a pre-test post-test quasi experimental design incorporating both

qualitative and quantitative techniques. 5E’s learning (Engage-Explore-

Explain- Elaborate-Evaluate) strategy has been applied to experimental group

and Traditional method of teaching followed by control group where total 249

35
students participated. The Mathematics Achievement Test (MAT) was used to

estimate the students’ achievement from both the groups and a Perception

Scale was administered on experimental group. The hypothesis was tested at

0.05 level using t-tests and ANCOVA. The experimental data revealed two

important results. Firstly, adopting constructivist learning approach

significantly improves students’ achievement in mathematics as compared to

using a traditional expository teaching method. Secondly, most of the students

were improved their abilities of understanding and reflection .They indicated

that constructivist learning approach can help them to understand, integrate

and clarify mathematical concept and also enhance their interest to participate

in group in constructivist classroom. Different stake holders like teachers,

parents and teacher educators in favour of the constructivist pedagogy, and

they suggested the present policy and classroom practice need to be changed.

Based upon the above findings it can be concluded that Constructivist

Approach is an effective strategy to learn mathematics, which teachers need to

incorporate in their teaching.

Seyda Gul and Selami Yesilyurt (2011) determined the effect of

computer assisted instruction based constructivist learning approach on

students’ attitudes towards computers and science and technology lesson and

their achievements at science and technology lesson. The study group is a

group of 56 students who attend to fourth grade of a public primary school

which were selected via convenient sampling method from Körfez (Kocaeli). The

36
data were collected by means of Attitude Scale to Science and Technology

Lesson, Attitude Scale to Computers and Achievement Test. In this research, a

quasi-experiment design with pre test-post test control group was employed.

The subjects was taught to the students using constructivist learning method

which carried out at present syllabus in control group and computer assisted

instruction based constructivist learning approach in experimental group. The

findings from this study showed that there was a statistically significant

difference between groups’ post-test attitudes towards computers and post-test

scores obtained from achievement test in favour of experimental group

(p<0.05). The findings also showed that there wasn’t a statistically significant

difference between groups’ post attitudes towards science and technology

lesson (p>0.05) despite the fact that there was a positive increase at

experimental groups’ attitudes.

Clarence (2011) in an essay explores radical constructivism through the

work of its most well-known advocate, Ernst von Glasersfeld, who combines a

sophisticated philosophical discussion of knowledge and truth with educational

practices. Clarence concludes by arguing that this notion of truth avoids the

pitfalls of both realism and antirealism, giving educational theorists a way

forward to accept some of the major insights of constructivism with respect to

learning and teaching without having to relinquish a robust notion of truth.

2010 In their study Oludipe Bimbola and Oludipe I. Daniel (2010)

determined that Integrated science plays vital role in Nigerian science

37
education programme because it prepares pupils at the Junior Secondary

School level for the study of core science subjects at the Senior Secondary

School level which in turn brings about students’ interest in science oriented

courses at the tertiary institutions. Despite government’s efforts to encourage

science teaching and learning among Nigerian students right from the Junior

Secondary School level, the enrolment of students in core science subjects and

science oriented courses at the Senior Secondary School level and tertiary

institutions level respectively, is not encouraging. This is as a result of Junior

Secondary School students’ negative attitude towards integrated science.

Research reports indicate that this negative attitude was caused, majorly, by

teachers’ conventional (lecture) method of teaching integrated science.

Research reports on the effectiveness of constructivist-based teaching strategy

revealed that the strategy enhanced students’ academic performance. In view of

this, this study examines the effectiveness of constructivist-based teaching

strategy on academic performance in integrated science by Junior Secondary

School students in South-West Nigeria. Quasi-experimental research design

was used to achieve the purpose of this study. Participants were 120 Junior

Secondary School Students randomly selected from four out of the 25 co-

educational Junior Secondary Schools in Ijebu-ode local government area of

ogun state, South-west Nigeria. Findings revealed that the constructivist

instructed students had higher scores on the post test and the delayed post

test, compared to those exposed to conventional (lecture) method of teaching.

We concluded that if integrated science teachers could incorporate

38
constructivist-based teaching strategy into their teaching methods, there would

be an improvement in academic performance of Junior Secondary School

Students in integrated science. The researchers recommended that integrated

science teachers should incorporate constructivist-based teaching strategy in

their methods of teaching.

Apart from this, Overbay et.al. (2010) conducted two surveys, the

‘Activities of Instruction 2.0’ (AOI 2.0) and the ‘School Technology Needs

Assessment’ (STNA) to assess the relationship between teachers’ level of

constructivism and their level of technology use. Results indicate that

constructivist practices and beliefs were significant predictors of technology

use, after accounting for the contribution of other individual level demographic

variables, and school-level environmental factors. Teachers with more

constructivist instructional practices were more likely to report using

technology; similarly, teachers who believed more strongly that IT was a useful

tool for student-centered/constructivist teaching were more likely to use

technology. Senapathy (2004) attempted to integrate digital technology into

constructivist learning environment for effective learning and expressed that

constructivist revolution offers a new vision of the learner as an active sense

maker and suggested new methods of instruction.

Gordon (2009) studied that in the past few decades, a constructivist

discourse has emerged as a very powerful model for explaining how knowledge

39
is produced in the world, as well as how students learn. Constructivists believe

that what is deemed knowledge is always informed by a particular perspective

and shaped by various implicit value judgments. However, there is an

enormous body of work in education on constructivism that tends to be

fragmented and uncritical. In this study the investigator attempted to develop a

pragmatic discourse of constructivism, one that is prescriptive and that takes

seriously the lessons one can learn about this theory from some good examples

of constructivist teaching. Unlike most conceptual examinations of

constructivism that have attempted to present new interpretations of this

theory and then speculated on the practical implications of this new vision,

here the investigator takes a very different approach. He begins his analysis by

examining some of the main reasons that account for the fact that

constructivist discourses have not had a bigger impact on educational practice.

Next, he discussed a number of successful examples of constructivist teaching

in different contexts. In the final part, he begins to lay out a pragmatic

conception of constructivism, which is informed by the lessons that can be

gleaned from good teaching, as well as by the insights of Dewey, Piaget,

Vygotsky and Freire.

From a philosophical perspective Splitter (2009) examined the concept

of authenticity and its relevance in education, Under the heading of

educational authenticity (EA), he critiques Fred Newmann’s views on authentic

pedagogy and intellectual work. As a bridge to a philosophically acceptable

40
understanding of authenticity, he reflected on John Dewey, who famously

strove to base his views on education on the experience of the child, while

rejecting that such experience requires validation from the “real” world. And

Jean Jacques Rousseau offers several clues as to how the search for an

authentic self might proceed beyond the Romanticist vision of an inner

essence. These include the idea of the self as constructed inter-subjectively,

which he capture by the term “one among others” and which, in turn, reveals

persons as dialogically engaged in working out who they are and what they

stand for. He embraced the idea that the cultivation of dialogue should be a key

priority in classrooms, because dialogue drives each individual to seek meaning

in the context of seeing her/himself as one among others. He highlighted the

role of the classroom community of inquiry as an environment which has the

dual function of cultivating disciplined inquiry and facilitating the kind of

personal development that can, most properly, be termed “authentic”.

Stevens (2004) explained the influence of constructivism in educational

field. The research findings suggested that there are three factors which

characterizing the constructivist learning situations in the classrooms. They

are i) student autonomy ii) classroom interaction iii) cognitive exploration

leading to higher order thinking skills. From the studies reviewed, one may

conclude that there are innumerable studies related to constructivism and the

trend has changed from behaviourism to constructivism. Studies also reviewed

in the area of teacher-student characteristics. The traditional concept of a

41
teacher is the one who is standing in front of the classroom either teaching

some basic rules or monitoring the class in finishing a task. Students, on the

other hand, are the ones sitting at their desks, either listening attentively to the

teacher or engaged fully in completing a task in silence. Constructivist classes,

opposed to the traditional ones differ much in terms of teacher and student

characteristics. Interaction in constructivist learning environment is not limited

between the teacher and the students, but rather occurs among all the

individuals’ with diverse cognitive abilities. Constructivist tasks are based on

social interactions or active learning tasks. Thus, “noise” becomes unavoidable.

Noise rises in active learning environments and noise becomes externalised

into “chores of meaningful sharing and expressions of problem solving”

(Marlowe & Page, 1998). Windschitl (2002) argues that when teachers are

unaware of students’ interests and life experiences, they not only fail to build

on local knowledge but essentially avoid their participation in classroom

discourse. Active learning empowers learners, to meet their educational needs

(Niemi, 1997).

Elkind (2004) argued that constructivism is a needed educational reform

that will succeed only when three types of readiness are in place: teacher,

curricular, and societal. The failure of constructivism and other reform

movements can be attributed to the fact that these three forms of readiness

were never in alignment. The researcher contends that technological innovation

may have sufficient impetus to encourage the three types of readiness.

42
Nonetheless, reform will be truly successful only if it incorporates a

constructivist philosophy of education.

Young and Collin (2004) studied the impact of constructivism and

social constructionism upon vocational psychology. In this study

constructivism is distinguished by its focus on how the individual cognitively

engages in the construction of knowledge from social construction which

claims that knowledge and meaning are historically and culturally constructed

through social processes and action. The considerable ambiguity in the use of

these terms is also discussed. Their contributions, challenges, and

opportunities to the career field’s dominant discourses are examined: the

dispositions discourse, the contextualizing discourse, the subjectivity and

narrative discourse, and the process discourse. Elkind (2003) also presents

three basic epistemological positions (empiricism, nativism, and

constructivism) and argues that Maria Montessori’s educational practice

reflected all three positions. Describes how the constructivist position is

reflected in the High/Scope program, and compares and contrasts this position

with that of Montessori. Investigator asserts that although Montessori and

constructivists have taken different routes to educational practice, both

programs are age-appropriate and emphasize observing the child to determine

the best educational intervention.

43
 Toney (2001) conducted a study on students’ perception of

constructivist pedagogy. According to the investigator education reforms have

been instituted throughout the history of America in attempt to improve the

quality of student achievement. Maximum achievement is recognized as

fundamental to continuing democracy and economic success. Although

educational reform is recurring theme, and varied reforms have been assumed,

reform continues to minimally increase student achievement. In seeking

alternate methods of increasing achievement, it has been discovered that a

philosophical change is indicated. Reform is needed that replaces traditional

methodology with children constructing their own understanding.

Instrumentation consisted of a survey developed by Bonk, Oyer, and Medury

(1994) and a survey by Blumhardt (1998). Results indicated no significant

difference in the receptions of male and female, or higher and lower achieving

students regarding constructivist pedagogy. There was a significantly increase

in students’ achievement. The suggestion of the investigator was that in order

for constructivist teaching to significantly impact achievement, students must

perceive that such methodology takes place in their classes.

Jadallah (2000) suggested a planning process that integrates cognitive

and social constructivism. Piagetian cognitive constructivism and Vygotskian

social constructivism are discussed. In cognitive constructivism the emphasis

is the individual constructing knowledge through a cognitive process of

analyzing and interpreting experiences. Direct instruction is perceived as

44
stifling the discovery process of learning. The purpose of any social interaction

is simply to confirm or test one’s understandings. The Vygotskian perspective,

emphasizes on the social interactions with the teacher and other students are

significant part of the learning process. Knowledge is not solely constructed

within the mind of the individual; rather, interactions within a social context

involve learners in sharing, (Balakrishnan, 2001; Jadallah, 2000) constructing,

and reconstructing their ideas and beliefs. The emphasis is still student-

centered and experiential, the teacher is more involved in planning and guiding

social interactions that allow students to build and test knowledge within a

social context (Jadallah, 2000).

Reagan (1999) discusses some of the ways where constructivism can

inform and promote effective pedagogical practice, and a better understanding

of such practice in a foreign language context. The author argued that

constructivist environments provide room for personal and individual

construction of language. In addition to individual constructions, collaborative

work exposes misconstructions of meaning. The teacher’s role in such contexts

is more to provide input when needed, but they also reveal a student error to

encourage self correction. Reagan alerts that some methods and activities that

facilitate language learning, for instance in one context might differ

significantly from those of others. Constructivism, the author argues, does not

only have implications for the language learner but also challenges the

preparation of educators specialized in a field.

45
 According to Marlowe and Page (1998) effective constructivist teachers

provide opportunities for students to help them become successful orators,

storytellers, historians, mathematicians, or scientists. In higher education,

constructivist teachers are challenged to engage students in problem solving

and decision making under ill-structured and complex circumstances so that

they can explore about the real teaching environments. Instead of telling them

what to know about specific content areas, teachers are suggested to engage

them in their own active construction. They need to be encouraged to revisit

content and problems from different perspectives, and given a variety of

different perspectives (Spiro & Jehng, 1990, cited in Dunlop & Grabinger,

1996). However, it is crucial to highlight that constructivism in practice

involves phenomena distributed across multiple contexts of teaching. That is, it

binds together teachers, students, administrators, parents and community

members (Windschitl, 2002).

Fosnot (1996) defines constructivism with reference to four principles:

learning, in an important way, depends on what we already know; new ideas

occur as we adapt and change our old ideas; learning involves inventing ideas

rather than mechanically accumulating facts; meaningful learning occurs

through rethinking old ideas and coming to new conclusions about new ideas

which conflict with our old ideas. A productive, constructivist classroom, then,

consists of learner-centred, active instruction. In such a classroom, the teacher

46
provides students with experiences that allow them to hypothesize, predict,

manipulate objects, pose questions, research, investigate, imagine, and invent.

Providing learning environments in which students take the responsibility of

their own learning, does not indicate that they have complete freedom of

decision-making based on their learning. The teacher’s role is mainly to guide,

focus, suggest, facilitate, and evaluate the process to guarantee that the

learning process is heading to a relevant and academically productive

conclusion. Consequently, becoming a constructivist teacher who helps

learners to search rather than follow is rather challenging, yet, not impossible

to attain. Such attainment can be based upon the following principles that are

based on in-depth studies and interactions with students (Brooks & Brooks,

1993; Honebein, 1996).

Shunk (1995) Constructivism is grounded in students’ active

participation in problem solving and critical thinking. It inquires the

importance of taking responsibility in the decision-making process. Knowledge

construction is based on building upon previous knowledge experiences. Thus,

new knowledge is integrated with the previous intellectual constructs.

Integration of such experiences is facilitated through social and collaborative

natures of learning such as scaffolding (Darling- Hammond, 2000; Shunk,

1995) The emphasis is on social and collaborative nature of learning.

Collaboration entails sharing responses, ideas about given complex problems

that need higher order skills. In such sophisticated learning environments

47
dialogue facilitates the learning process in constructing knowledge based upon

existing knowledge.

According to Fosnot (1993), Constructivism is derived from the field of

cognitive psychology. The constructivist paradigm is based on the work of

Piaget, Vygotsky and Bruner. However, it was Piaget who attempted to answer

epistemological questions by scientific means. He believed that knowledge

acquisition could be explained just as an evolutionary acquisition. The process

of equilibration as described by Piaget implied that knowledge acquisition is a

process in which the learner actively constructs his or her knowledge, which is

known - as Constructivism. Bruner (1966) along with Ausubel (1968) and

Piaget (1973) stated that learning is an active process and students construct

new ideas or concepts based on the current knowledge. Pestalozzi came to

many similar conclusions more than a century earlier. His basic pedagogical

innovation was his insistence that children learn through the senses rather

than words. However, Piaget became regarded as the father of constructivism

and provided the foundation for modern day constructivism.

Yager (1991) suggested the procedures for constructivist teachers

namely challenging the students’ previous conceptions, encouraging spirit of

questioning, thoughtful discussions, autonomy and initiative among the

students. The students are to be encouraged to use manipulative, interactive

physical materials and explore the things surrounding them. In addition to the

48
above features emphasis of social qualities like promoting student leadership,

collaboration, location of information and taking actions as a result of the

learning process; encouraging use of alternative sources of information,

predicting consequences of the events; providing adequate time for reflection

and analysis; respecting and use all ideas that students generate; encouraging

self-analysis, collection of real evidence to support ideas and reformulation of

ideas in light of new knowledge were suggested. Yager also reported that as a

result of constructivist classroom there is cognitive and affective growth,

improved tolerance, civility and understanding. Students learned to value

multiple perspectives, validate their own ideas and to be respectful of others

and their ideas.

2.2 Summary of Review of Literature

Oludipe Bimbola and Oludipe I. Daniel The researchers recommended that

integrated science teachers should incorporate constructivist-based teaching

strategy in their methods of teaching. Seyda Gul and Selami Yesilyurt The

findings from this study showed that there was a statistically significant

difference between groups’ post-test attitudes towards computers and post-test

scores obtained. Jadallah (2000) The study revealed that emphasis is still

student-centered and experiential, the teacher is more involved in planning

and guiding social interactions that allow students to build and test knowledge

within a social context. Fosnot Showed that Becoming a constructivist teacher

helps learners to search rather than follow is rather challenging, yet, not

impossible to attain. Reagan alerts that some methods and activities that

49
facilitate language learning, for instance in one context might differ

significantly from those of others. Constructivism, the author argues, does not

only have implications for the language learner but also challenges the

preparation of educators specialized in a field. Clarence in an essay explores

radical constructivism through the work of its most well-known advocate,

Ernst von Glasersfeld, who combines a sophisticated philosophical discussion

of knowledge and truth with educational practices. Splitter highlighted the role

of the classroom community of inquiry as an environment which has the dual

function of cultivating disciplined inquiry and facilitating the kind of personal

development that can, most properly, be termed “authentic”. Gordon

Discussed a number of successful examples of constructivist teaching in

different contexts. In the final part, he begins to lay out a pragmatic conception

of constructivism, which is informed by the lessons that can be gleaned from

good teaching. Fosnot believed that knowledge acquisition could be explained

just as an evolutionary acquisition. The process of equilibration as described

by Piaget implied that knowledge acquisition is a process in which the learner

actively constructs his or her knowledge, which is known - as Constructivism.

Ketika Tyagi Her study showed significant effect of use of constructivism in

teaching on academic achievement of primary class students. Nayak Rajendra

Kumar Concluded that Constructivist Approach is an effective strategy to learn

mathematics, which teachers need to incorporate in their teaching. Elkind

Came to the conclusion of the argument regarding constructivism in teaching

and he came up with the result that constructivism is a needed educational

50
reform that will succeed only when three types of readiness are in place:

teacher, curricular, and societal. Young and Collin Investigator asserts that

although Montessori and constructivists have taken different routes to

educational practice, both programs are age-appropriate and emphasize

observing the child to determine the best educational intervention. Overbay

Concluded that teachers with more constructivist instructional practices were

more likely to report using technology; similarly, teachers who believed more

strongly that IT was a useful tool for student-centered/constructivist teaching

were more likely to use technology Toney suggested that in order for

constructivist teaching to significantly impact achievement, students must

perceive that such methodology takes place in their classes. Yager suggested

the procedures for constructivist teachers namely challenging the students’

previous conceptions, encouraging spirit of questioning, thoughtful

discussions, autonomy and initiative among the students. Stevens Concluded

that active learning empowers learners, to meet their educational needs.

Marlowe and Page According to researchers effective constructivist teachers

provide opportunities for students to help them become successful orators,

storytellers, historians, mathematicians, or scientists

51
 Chapter – III

PROCEDURE

The present study entitled "Effect of constructivism on English Language

achievement of class VIII students of selected schools of Jabalpur" is conducted

to examine the effect of constructivist approach on achievement of English

language subject. Achievement was measured in terms of knowledge of English

grammar and results were measured with achievement test towards

achievement in grammar. This chapter includes the design of the study,

sample, selected variables under study and the statistical plan to carry out the

research.

DESIGN OF THE STUDY

The study was carried out to find out the effectiveness of constructivist

approach in learning English Grammar. Nonequivalent control group design

was employed for the present study, which is similar to the pre- post-test

control group design except for the absence of the random selection of the

participants from a population and the random assignment of participants to

groups. This design is similar to the static group comparison design except that

both groups are given a pre-test, which can be used to determine whether two

groups are equivalent, even though they have not been formed by random

assignment. Design opted is represented by following diagram:

Experimental O X O

Control O O

52
Here, X represents experimental treatment, O represents the pre-test or post-

test measurement of dependent variable. This identifies naturally assembled

experimental and control groups.

Hypothesis of the Study

The following hypotheses are formulated for the present study:

H01 : There will be no significant difference in pre experiment achievement of

boys of experimental and control group.

H02 : There will be no significant difference in pre experiment achievement of

Girls of experimental and control group.

H03 : There will be no significant difference in pre experiment achievement of

students (boys+girls) of experimental and control group.

H04 : There will be no significant gender difference in pre experiment

achievement of experimental and control group.

H05 : There will be no significant difference between students of experimental

and control groups on pre experiment achievement.

53
H06 : There will be no significant difference in boys of experimental group as

impact of constructivist approach and traditional teaching method.

H07 : There will be no significant difference in boys of control group as impact

of constructivist approach and traditional teaching method.

H08 : There will be no significant difference in girls of experimental group as

impact of constructivist approach and traditional teaching method.

H09 : There will be no significant difference in girls of control group as impact

of constructivist approach and traditional teaching method.

H010 : There will be no significant difference in students (boys+girls) of

experimental group as impact of constructivist approach and traditional

teaching method.

H011 : There will be no significant difference in students (boys+girls) of control

group as impact of constructivist approach and traditional teaching method.

H012 : There will be no significant difference in students as impact of

constructivist approach and traditional teaching method.

Delimitation of the Study:

Following are the delimitations of the present study:

 The study is limited to four selected schools of Jabalpur district.

 The study is limited to Class VIII students only.

Sample and Sampling Technique

54
 Purposive sampling method was adopted while selecting the sample for

the present study. Four middle schools of Jabalpur city were purposively

selected for the study seeking convenience in conducting the experiments for

the study.

Experimental Group: The experimental group (N=200) students were

given treatment using Constructivist Approach learning methods whereas the

control group (N=200) students were thought through Traditional Method of

Teaching. Hence, altogether 400 students of class VIII were considered in the

study as a sample. Further the sample was distributed according to their

gender in both under experimental group and control group considering 100

boys and 100 girls in the experimental group, and 100 boys and 100 girls in

the control group. The following Table No. 1 presents the distribution of the

sample.

Table 1

Sample Distribution

Experimental Condition Boys Girls Total

Experimental Group 100 100 200

Control Group (Control) 100 100 200

Total 200 200 400

Materials/Tools Used

55
In order to collect the relevant data for the present study, the investigator

prepared and used the (i) Educational materials (English Grammar) (ii)

Achievement Measuring Tools.

Educational Materials: Different instructional material was developed by the

researcher which helped in instruction and facilitation for learning. Two types

of instructional tools were used in this present study. The constructivist

approach employed on experimental group and Traditional method teaching on

control group. The instructional strategies of Traditional teaching was limited

to the control group where a teacher centred environment prevailed, and

course instruction emphasized content recitation, without allowing time for

students to reflect upon the material presented, relate it to previous knowledge,

or apply it to real life situations “Experimental teaching” was based on the

constructivist learning model as describe by Yager (1991), the 5E” (Engage,

Explore, Explain, Elaborate, Evaluate) model developed by Bybee (1993) and

applied by Lord (1998, 1999, 2001). Instruction consisted of a series of short

(5-10 minutes) lectures in which to introduced new material (Engage), followed

by the formulation a problem or exercise (Explore). Depending on the nature of

the task involved or the degree of difficulty, students were given to solve these

task with the members of their co-operative group. This provided an

opportunity for interaction with other classmates as they tried to make sense of

the new information relevant to past experiences or previous knowledge. Their

consensus answers i.e. misconceptions arises on a sheet that was turned in

(Explain Phase). The amount of discussion was depending on the accuracy of

56
the responses of prior understanding of the students and amount of time

remaining. Then proceeded to the Elaborate Phase in which addressed

misconceptions evidence arises by each group. Then listen carefully the

students expanded concepts what they have learned and how they make

connection it to the world around them. At the end Evaluation, the fifth ‘E’ is

an ongoing diagnostic process that allows determining whether the learners

have attained understanding of discussed concept.

Measuring instrument and validation

Instrument used to measure English Achievement Test developed by researcher

and it included the items, pertaining to four traits, via7 Knowledge,

understanding, Application and Skill. Test-Re Test formula was used to

calculate the reliability coefficient of achievement was 0.81 which was highly

reliable.

Setting of the study

This research is based on grade VIII of middle schools of Jabalpur district ie.

Army school ISTC, St.Norbert Schhol Narmada Road, DPS Mandla Road and

Little World, Gorakhpur.

Samples of the Study

Multistage sampling was done with respect to

1. Selection of schools

2. Selection of the section in the class

57
3. Selection of teachers.

58
Selection of Schools

Purposive sampling method was adopted while selecting the schools with

respect of the distance so that the investigator could commute from one to

another school daily; and secondly with respect to the willingness of the

schools to cooperate and tryout a new approach.

There were altogether four schools taken up for this study. 100 students

were selected from each school (n=400), further the sample were divided into

two groups experimental group (n=200) and control group (n=200), 25 girls and

25 boys of each school were assigned as experimental and control group

respectively.

Table 2

Breakup of the Student's Sample

Experimental
Control Group
Srno. School Name Group Total
Boys Girls Boys Girls
1 Little Kingdom School 25 25 25 25 100
2 Delhi Public School 25 25 25 25 100
3 Army Public School No 1 25 25 25 25 100
4 Army Public School No 2 25 25 25 25 100
Total 100 100 100 100 400

Selection of a Section in a Class

In a school, where in grade VIII, there were more than one sections random

method was used to select a section for the experiment. The break up of the

sample is given below.

59
Teachers' Sample

The Grammer teacher, teaching to grade VII of sampled schools comprised the

teacher's and total numbers of teachers were four.

Administration of test

Administration of Pre-Tests The tools were administered to the students of both

the experimental and control groups as a pre-test i.e. before treatment. The

students of both groups were simultaneously pre-tested on previous knowledge

of English Grammar.

Implementation of Experiment

The instructional materials based on 5E Model were developed and

implemented to the experimental group for a period of 3 months. Consulting

the English teacher of control group the duration i.e. number of periods

required for teaching the selected lessons was decided. The investigator taught

lesson/units using constructivist approach to the experimental group. Classes

were taken in the regular English periods of the school. It was assured that

the regular English teacher covered the units approximately in the same

number of periods using alternative strategies like lecture method, used charts,

etc. for the other group. In the present study alternative strategy is referred to

control group. The investigator got continuous feedback from the experimental

group students and their regular teachers. The unit test was given as soon as

each lesson was completed apart from daily assignments.

60
Statistical Analysis

The obtained data was classified and tabulated and subjected to

statistical treatment using the following statistical techniques

Descriptive statistics

 Mean

 Standard Deviation

Inferential Statistics

 ‘t’ test

 ANOVA

ANOVA was used to determine effectiveness of two different instructional

methods. To test the effect of treatment on students’ achievement on English

as a school subject and the gender effect on students’ understanding, two-way

ANOVA was used.

61
 CHAPET IV

Analysis of results

It is obvious that English is foreign language in which right from the

start whole grammar depends upon construction of letter in words
and words into sentence from the reason it is obvious that for both
experimental and control group in all the three cases i.e. boys, girls
and students (Boys + Girls) that the obtained value of critical ratios
are statistically significant at 0.01 level it is natural for subject like
English.

The construction of sentences is done to make the text meaningful

and explicit. While teaching English the students are not taught to
construct simple sentence and at later stage complex sentence, the
teaching would be meaningful.

After collection of data from the representative sample the next step
in the research work is to treat the data statistically so that after
verification of hypothesis conclusion may be drawn. The statistics
used is calculation of mean and standard deviation along with t test
and analysis of variance (ANOVA). The ‘t’ test and ANOVA has been
used for finding out statistically significant difference between two
and among many groups.

62
The chapter has been divided into the following section for ease of
interpretation and making it more comprehensive :-

4.1 Analysis of results

4.2 Verification of hypothesis

4.3 Discussion of results

The detailed analysis of results has been presented in the

following tables.

63
 Table 4.01

Comparative results of pre test scores of experimental and

control groups of boys

Gender N Mean SD ‘t’/CR P-Value

Experimental Boys 100 13.00 4.46
Pre Boys 100 12.26 4.40 1.28 >.0.05
Control Pre
Degree of freedom – 198,Significant at 0.05 level (1.97),Significant
at 0.01 level (2.60)

It is evident from the above table it is clear that at pre -test level
there was no statistical significant differences in the mean scores of
the male students in experimental group (13.00, SD=4.46) and
Control group (12.26, SD=4.40), as the obtained ‘t’ value is 1.28
which is less than p value (p>0.05) which suggests that all the male
students had same entry level before the treatment.

Thus from the above results it may be concluded that there is no

statistically significant difference between the experimental and
control group.

64
13.20

13.00
13.00

12.80

12.60

Experimental
Control

12.40

12.26

12.20

12.00

11.80
Experimental Control

Figure 1 : Comparative analysis of pre test scores of

experimental and control groups of boys.
65
 Table 4.02

Comparative results of pre test scores of experimental and

control groups of Girls

Gender N Mean SD ‘t’/CR P-Value

Experimental Pre Girls 100 12.66 4.230

.64 >0.05
Control Pre Girls 100 13.05 4.110

Degree of freedom – 198,Significant at 0.05 level (1.97),Significant

at 0.01 level (2.60)

Table 4.02 reveals that at pre - test level there was no statistical
significant differences in the mean scores as the scores of
Experimental Group Girls (12.66,SD=4.23) and Control group Girls
(13.05 SD=4.110 ), At the pretest level, obtained ‘t’ value is 0.64 and
the exact probability level is 0.521 which is greater than p value
(p>.05).This implies that there was no significant difference in the
mean scores of students in Experimental group Girls and Control
groups of girls which suggests that students had same entry level
before the treatment.

66
 13.10

13.05

13.00

12.90

12.80

Experimental
Control
12.70
12.66

12.60

12.50

12.40
Experimental Control

Figure 2 : Comparative analysis of pre test scores of

experimental and control groups of girls.
67
 Table 4.03

Comparative results of gender difference in pre test of

experimental group

Gender N Mean SD ‘t’/CR P-Value

Experimental Boys 100 13.00 4.46
Pre Girls 100 12.66 4.23 0.52 >0.05

Degree of freedom – 198,Significant at 0.05 level (1.97),Significant

at 0.01 level (2.60)

Figures depicted in table no. 4.03 reveals the gender difference in

experimental group during the entry level before the experiment had
implied. It is revealed from the table that at the pretest level, the
exact probability level is .599 which is greater than p value
(p>.05).This shows that there was no significant difference in the
mean scores of students in experimental groups, were boys had
mean 13.00 and SD=4.46 and girls had mean score 42.81 and
SD=13.31.

68
 13.10

13.00
13.00

12.90

12.80

Boys
Girls
12.70
12.66

12.60

12.50

12.40
Boys Girls

Figure 3 : Comparative analysis of gender difference in pre test

of experimental group

69
 Table 4.04

Comparative results of gender difference in pre test scores of

Control group

Gender N Mean SD ‘t’/CR P-Value

Boys 100 12.26 4.40
Control 1.35 >0.05
Girls 100 13.05 4.11
Degree of freedom – 198,Significant at 0.05 level (1.97),Significant
at 0.01 level (2.60

It was also observed from the Table 4.04 that gender difference in
control group did not showed significant difference between boys
and girls of Control groups. The pretest scores showed that the boys
of control group had means score 12.26, SD 4.40 and girls had
mean score 13.05, SD 4.11. Obtained ‘t’ value was 1.35 and the
exact probability was 0.176 which greater than p value (p>0.05). In
contrast to these findings it is found that there was no significant
difference between boys and girls of Control groups during the entry
level.

70
 13.20

13.05

13.00

12.80

12.60

Boys
Girls
12.40

12.26

12.20

12.00

11.80
Boys Girls

Figure 4 : Comparative analysis of gender difference in pre test

scores of Control group.

71
 Table 4.05

Comparative results of boys+girls in pre test of experimental

and control group.

Gender N Mean SD ‘t’/CR P-Value

Experimental Pre Boys/Girls 200 12.83 4.34
0.41 >0.05
Control Pre Boys/Girls 200 12.65 4.27
Degree of freedom – ,Significant at 0.05 level ( ),Significant at
0.01 level ( )

T test scores on pre test among the groups had greater probability
level 0.677 (p>0.04) which showed insignificant difference among
the groups. Scores revealed that the experimental group
(Boys+Girls) had means scores=12.83 and SD=4.34 wehereas
Control group (boys and girls ) had mean scores=12.65 and
SD=4.24 Obtained ‘t’ vale 0.41 was found to be less than the
tabulated value (1.96) which shows that both the groups were
equated before the experiment and they did not had significant
difference among them.

72
 12.85

12.83

12.80

12.75

12.70 Experimental
Control

12.65
12.65

12.60

12.55
Experimental Control

Figure 5 : Comparative analysis of boys+girls in pre test of

experimental and control group

73
 Table 4.06

Comparative results of experimental and control groups on pre-

post test scores of boy’s.

Boys N Mean SD T/CR P-

Value
Pre 100 13.00 4.46
Experimental 6.42 <0.000
Post 100 16.70 2.85
Pre 100 12.26 4.40
Control 8.243 <0.000
Post 100 16.71 3.04
Degree of freedom – 198,Significant at 0.05 level (1.97),Significant
at 0.01 level (2.60

To determined the effectiveness of constructivist approach with

regard to learning English language, the significance of difference
between mean pretest and mean posttest of experimental and
control groups were explored by employing t-test and the values are
presented in table 4.06.

It is observed from data depicted in table 4.06 that the t-value of

experimental group between pre-post test is higher than the table
value at 0.05 level of significance and the p-value is <0.05, hence
the difference among the groups in boys(Experimental group) was
found to be statistically significant. Data depicted in above table on
comparison of pre-test and post-test scores of Boys (Control Group)
also revealed the significant difference between the pre-post test

74
scores, as the obtained t vale (8.243) was much higher than the
required table value and p value was <0.05 which shows that the
difference between the pre test and post test scores are statistically
significant. Level of significance was set at 0.05 level.

18.00
16.70 16.71

16.00

14.00
13.00
12.26
12.00

10.00
Experimental Pre
Experimental Post
8.00
Control Pre
Control Post
6.00

4.00

2.00

0.00
Pre Post Pre Post
Experimental Control

Figure 6 : Comparative analysis of experimental and control

groups on pre-post test scores of boy’s.

75
 Table 4.07

Comparative results of experimental and control groups on pre-

post test scores of Girls.

Girls N Mean SD T/CR P-Value

Pre 100 12.66 4.11
Experimental 7.93 <0.05
Post 100 16.53 3.48
Pre 100 13.05 4.12
Control 7.21 <0.05
Post 100 16.48 3.48
Degree of freedom – 198,Significant at 0.05 level (1.97),Significant
at 0.01 level (2.60

Table 4.07 shows mean, SD and t-value of pre test and post test
scores of experimental and control group (girls), figures depicted in
table 3 shows t value 7.93 which is significant at 0.05 level stating
that there is a significant difference in the post test achievement in
experimental group on in English language. The mean value of pre
test scores of experimental group (12.66) when compared to the
mean value of post test scores of experimental group (girls) (16.53)
shows that the constructivist approach which is used for teaching
English language has been effective over the conventional teaching
method for enhancing the performance on the achievement in
English language. Similarly pre test score of control group Mean
13.05 when compared to post test scores of control group mean

76
16.48 and t value 7.21 showed statistically significant difference
between the groups.

18.00

16.53 16.48

16.00

14.00
13.05
12.66

12.00

10.00
Experimental Pre
Experimental Post
8.00 Control Pre
Control Post

6.00

4.00

2.00

0.00
Pre Post Pre Post
Experimental Control

Figure 7: Comparative results of experimental and control

groups on pre-post test scores of Girls.

77
 Table 4.08

Comparative results of experimental and control groups on pre-

post test scores of Boys + Girls.

Boys + Girls N Mean SD T/CR P-Value

Pre 200 12.83 4.34
Experimental 10.05 <0.000*
Post 200 16.61 2.91
Pre 200 12.65 4.27
Control 10.92 <0.000*
Post 200 16.59 3.26
* significant at 0.05 level

Figures depicted in table 4.08 represents the comparative analysis

of experimental group and control group on pre and post test scores
of boys and girls. t test was computed to find out the significance of
the difference between pre and post test scores. Obtained scores
shows that experimental group had pre test mean score 12.83, SD
4.34 and post test means score 16.61,SD2.9, cr was 10.05 and
p<0.05 which indicates that the difference among the scores are
statistically significant. Similarly control group pre and post test
score were compared where pre test mean score had mean value
12.65,SD 4.27 and post test mean value 16.59, SD3.26 and the cr
value 10.92 and p<0.05 which indicated significant difference
among the pre and post test scores.

78
18.00

16.61 16.59

16.00

14.00

12.83 12.65

12.00

10.00
Experimental Pre
Experimental Post
8.00 Control Pre
Control Post

6.00

4.00

2.00

0.00
Pre Post Pre Post
Experimental Control

79
 Figure 8 : Comparative analysis of experimental and control
groups on pre test scores of Boys and Girls.

Table 4.09

Gender N Mean SD ‘t’/CR P-Value

Experimental Boys 100 13.00 4.465

Grp. Girls 100 12.66 4.236 0.53 >0.05
Pre Test
* significant at 0.05 level

Its was observed from table no. 4.09 that gender difference did not
differ significantly in pre test. Data depicted in above tables shows
that in experimental groups boys had pre-test means scores 13.00,
SD 4.465 whereas girls of the same group had means score 12.66
and SD 4.236. It is indicated from above table that the ‘t’ value is
0.53 and p>0.05 which shows that difference among the gender in
pre test does not differ significantly.

80
13.10

13.00
13.00

12.90

12.80

Boys
Girls

12.70
12.66

12.60

12.50

12.40
Boys Girls

81
 Table 4.10

Gender N Mean SD ‘t’/CR P-Value

Experimental Boys 100 16.70 2.855
Grp. Girls 100 16.53 2.993 0.46 >0.32
Post Test
Degree of freedom – 198,Significant at 0.05 level (1.97),Significant
at 0.01 level (2.60

The result of t-Test of boys and girls of experimental group revealed

insignificant difference among them as the observed t value was
0.46 was lower than the tabulated t value 1.97 at 95% confidence
interval level. Therefore it was concluded that the difference
between the mean scores of experimental group and control group
was statistically insignificant.

82
16.75

16.70
16.70

16.65

16.60

Boys
Girls

16.55
16.53

16.50

16.45

16.40
Boys Girls

83
4.2 Verification of hypothesis

After statistical analysis of data another important phase of research

work is verification of hypothesis after which conclusion may be drawn and

suggestions be given accordingly to it.

Its significant to mention that experimental and control groups have been

equated which is clear from table no. 4.1 & 4.2 in which the obtained cr are

1.28 and 0.64 respectively which are statistically insignificant, thus it becomes

clear that the findings related to constructivist approach are based on equated

experimental and control groups.

The verification of hypothesis has been done as given below :-

It is significant to mention that experimental and control groups have been

equated which is clear from table no. 4.1,4.2 in which the obtained cr are 1.28

and 0.64 respectively which are statistically insignificant, thus it becomes clear

that the finding related to constructivist approach are based on equated

experimental and control groups

H01 : from the results it is cleared that there is a statistical difference between

pre test and post test for both experimental and control groups, the obtained

values of ‘cr’ are 6.42, 8.24 respectively which are significant at 0.01 level of

significance in table no. ____ for _______ . Though there is a statistical

significant difference in the experimental group in favour of post test, yet it is

also significantly mentioned that there is statistically significant difference in

the control groups also. This goes to show that even without constructivist

84
approach in teaching there is statistically significant difference between the pre

test and post test, thus above hypothesis is not accepted.

85
 Chapter V

The research on “Full Topic” has come to a stage where conclusion may be

drawn and the analysis of results, verification of hypothesis and discussion of

results obtained from the represented sample after conducting teaching with

the constructivist approach. The cause effect relationship and relationships of

the finding with those of previous researches has led to drawing out the

conclusion which have been presented in this chapter.

The present chapter has been divided in the the following sub section to make

it comprehensive and distinct.

5.1 Summary

5.2 Conclusion

5.3 Suggestions

The details of each have been presented below

5.1 Summary

The summary of the present research work has been given below :-

86