TEACHERS CONSTRUCTIVIST BELIEFS IN ENHANCING ACADEMIC ACHIEVEMENT OF POST GRADUATE BUSINESS EDUCATION STUDENTS IN RIVERS STATE UNIVERSITY
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DEDICATION
This project is dedicated to Almighty God for his protection, kindness, strength over my life throughout the period and also to my --- for his financial support and moral care towards me.Also to my mentor --- for her academic advice she often gives to me. May Almighty God shield them from the peril of this world and bless their entire endeavour Amen.
ACKNOWLEDGEMENT
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My warmest gratitude goes to my parents for their moral, spiritual and financial support throughout my study in this institution.
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Business education is one of the occupational areas that are richly provided by vocational and technical education in Nigeria. Business education refers to a programme of instruction that offers various skills in accounting, marketing and Office Technology and Management. Currently Government is paying more attention to business educators greatly with student’s opinion and their attitude to the teaching of business subjects in our schools. Despite government’s efforts to encourage business education, teaching and learning among Nigerian students of tertiary institutions is not encouraging. This is as a result of tertiary institutions students’ negative attitude towards business education. Research reports indicate that this negative attitude was caused, majorly, by Lecturers’ conventional (lecture) method of teaching business education. 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 of post graduate business education students in rivers state university. Quasi-experimental research design was used to achieve the purpose of this study. Participants were 4 post graduates who are randomly selected. Findings revealed that the constructivist instructed post 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 business education Lecturers could incorporate constructivist-based teaching strategy into their teaching methods, there would be an improvement in academic performance of Rivers State University Students in business education. The researchers recommended that business education Lecturers should incorporate constructivist-based teaching strategy in their methods of teaching.
TABLE OF CONTENTS
TITLE PAGES I
CERTIFICATION II
DEDICATION III
ACKNOWLEDGMENTS IV
ABSTRACT VI
TABLE OF CONTENTS VII
LIST OF TABLES X
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Aim and objective of the Study
1.4 Research Hypothesis
1.5 Research Question
1.6 Scope of the study
1.7 Significance of the study
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Conceptual review of the study
2.1.2 Conceptions of Teaching and Learning
2.3 Theoretical framework
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design and procedure
3.2 Instrument used
3.3 Validation of the Instrument
3.4 Data analysis
3.5 Procedure
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Results
4.2 Discussion
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion
5.2 Recommendations
REFERENCES
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Critics of tertiary education have argued that many Nigerian students do not possess the depth of knowledge or skills to assure either personal life success or national economic competitiveness (Akpan, 2016). A particular concern of the critics has been the apparent inability of many students to engage in complex problem-solving activities and to apply school knowledge and skills to real-life problems in workplace settings (Akpan, 2016). What teachers and schools face is a fundamental redefinition of what it means to be a student or a teacher and what it means to learn or to teach. Educators are confronted with a paradigm shift in teaching and learning which is driven by the increasing anomalies of the current educational system (Kim, 2012). High drop-out rates, low skill and knowledge levels among many students, low levels of student engagement in school work and poor international comparisons suggest that the current educational paradigm is weak or inappropriate.
Preparing the students who will analyze, apply, and evaluate knowledge to think creatively and innovatively in solving real-world problems for society is imperative for teachers to respond to the rapidly changing world (Larson & Miller, 2011; Lemley et al., 2014). Twenty- first century skills become increasingly important as employers need employees who can find and interpret information using multiple sources and transfer the information to make decisions and create new things (Silva, 2019). Therefore, it is essential to train students to be equipped with 21st century skills such as creativity, critical thinking, problem-solving, collaboration, innovation, and decision-making, since they also directly influence teaching and learning (Larson & Miller, 2011). To achieve these instructional goals in the 21st century, teachers and students should work together to make sense of knowledge, solve educational problems, and make effective decisions to get appropriate outcomes (Larson et al., 2010). Educators should not focus solely on students’ success; instead, they should focus on improving students’ potential to contribute to society.
Educators must understand that changes in students’ outcomes must be supported by parallel changes in curriculum and instruction. However, it is apparent that many of today’s lecturers are caught in the midst of a change for which they may not have been professionally prepared (Dogru and Kalender, 2017). Many Lecturers were educated in the lecture rooms where the role of the student was to memorize information, conduct well-regulated experiments, perform mathematical calculations using a specific algorithm and were then tested on their ability to repeat these tasks or remember specific facts. The ideas which are central to an education which defines competence as the ability of the student to apply knowledge and skills to unfamiliar problems are not new. These ideas were found in traditional apprenticeship programs, where daughters and sons learned life sustaining skills from parents and they were central to the successes of all traditional peoples. Theorists in cognition, curriculum and instruction (e.g. Di Vesta, Vgotsky, Von Glaserfed, etc.) are now providing the underlying rationale and language for discussing this fundamental change in teaching and learning which is at the heart of the current school improvement agenda. Constructivist theory provides a framework through which the emergent ideas about teaching, learning and assessment can be unified (Young and Collin, 2013). The difficulty and challenge confronting classroom professionals is that the reform strategies in curriculum, instruction and assessment organized around the theory of “constructivism” are informed by different assumptions and beliefs about the nature of knowledge and about the human capacity to learn than are traditional classroom practices (Kim, 2015).
Additionally, the conventional (lecture) teaching method of lecturer as sole information-giver to passive students appears outdated. In a study carried out by (Colburn, 2010) on undergraduates in a large lecture hall setting, it was found that only 20% of the students retained what the instructor discussed after the lecture. They were too busy taking notes to internalize the information. Also, after a lecture has passed eight minutes, only 15% of the students are paying attention. Furthermore, the present curricula in integrated science are overstuffed and under- nourished (Olarewaju, 2017).
Students should apply and transfer the knowledge they learn in schools to the authentic contexts of their daily lives (Larson & Miller, 2011). Therefore, they are supposed to think creatively and innovatively, solve authentic problems, and work in collaboration (International Society for Technology in Education, 2007; Partnership for 21st Century Skills, 2019).
According to students, an essential element in a 21st century classroom is a respectful, connected, and relevant relationship with their Lecturers (Lemley et al., 2014). This finding reveals the importance of interaction between Lecturers and students. Students who experienced studying in a social setting where they actively participated reported that they favored this experience (Nicholas, 2008). Changes in students’ roles and expectations have also affected Lecturers practices and roles. Lecturers are expected to be the classroom designer to provide students with an engaging and successful learning environment (Schlechty, 2011). Lecturers are essential in shaping students’ learning and in developing education reforms (Anagün, 2018). It is not the learning that needs to be changed, but the delivery of information (Franklin, 2011).
Therefore, Lecturers should improve their lecturing methods to promote students’ constructive learning (Lemley et al., 2014).
Most research mentions reforms and initiatives to shift from traditional-based approaches to student-centered approaches to prepare students for the 21st century (Alt, 2018). A paradigm shift is necessary for teachers to reconsider how they should Lecture to help students use their knowledge and skills, solve problems, and develop a way of thinking and questioning that they can use in different disciplines (Galloway & Lasley, 2010). Fullan and Langworthy (2014) claimed that the necessary shift from Lecturers-led to student-based instruction does not exist yet, and the nonexistence of this shift hinders schools from fostering 21st century skills.
Generally, it can be said that the new curricula aim to equip students with 21st century skills, competencies, knowledge, and values to survive in this rapidly changing digital era and contribute to society. However, achieving the goals of the reforms and the curricula depends on Lecturers’ teaching and learning methods.
1.2 Statement of the problem
In this twenty-first century, it is too difficult to see students who can use what they learnt in school to solve world problems, make decisions and create new things. This is one of the causes of slow development in developing nation like Nigeria. Preparing the students who will analyze, apply, and evaluate knowledge to think creatively and innovatively in solving real-world problems for society is imperative for teachers to respond to the rapidly changing world (Larson & Miller, 2011; Lemley et al., 2014). Twenty- first century skills become increasingly important as employers need employees who can find and interpret information using multiple sources and transfer the information to make decisions and create new things (Silva, 2019). Therefore, it is essential to train students to be equipped with 21st century skills such as creativity, critical thinking, problem-solving, collaboration, innovation, and decision-making, since they also directly influence teaching and learning (Larson & Miller, 2011). To achieve these instructional goals in the 21st century, Lecturers and students should work together to make sense of knowledge, solve educational problems, and make effective decisions to get appropriate outcomes (Larson et al., 2010). Educators should not focus solely on students’ success; instead, they should focus on improving students’ potential to contribute to society.
1.3 Aim and objectives of the study
The aim of this study is to investigate Lecturers constructivist beliefs in enhancing academic achievement of post graduate business education students in rivers state university
The objectives of the study are:
- To determine the effects of constructivist-based teaching strategy on students’ understanding of business education students in rivers state university using constructivist instruction (with co-operative learning approach)
- To compare students’ academic performance of the constructivist approach in Nigeria business education students in rivers state university in conventional (lecture) instructional approach.
- To investigate the difference in students’ knowledge of business education concepts between Nigerian students who were instructed using constructivist instruction and conventional (lecture) instruction.
1.4 Research Hypothesis
H1: There is a significant difference in students’ knowledge of business education concepts between Nigerian students who were instructed using constructivist instruction and conventional (lecture) instruction.
1.5 Research Question
At the end of this work, this research shall be able to provide answers to the following questions:
- What is the effect of constructivist- based teaching strategy on students’ understanding of business education students in rivers state university using constructivist instruction (with co-operative learning approach)?
- What is the difference between business education students with constructivist approach and conventional (lecture) instructional approach academic performance in rivers state university?
- What is the significant difference in students’ knowledge of business education concepts between Nigerian students who were instructed using constructivist instruction and conventional (lecture) instruction?
1.6 Scope of the study
The scope of this study covers the study of Teachers constructivist beliefs in enhancing academic achievement of post graduate business education students in rivers state university. Quasi experimental research was used to achieve the purpose of this study.
1.7 Significance of the study
This study will serve as means of encouraging the use of constructive method of teaching in our higher institution.
It will also serve as a means of making educationist to understand the need for advancement in their career.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
In view of the afore-mentioned findings, this study has been able to establish that the hypothesis is acceptable because there was a statistically significant difference for the samples’ post tests and delayed post-tests where the students who received the constructivist pedagogy scored higher than their colleagues in the conventional lecture group. The findings of this study are in line with the research findings of Saigo (2019); White (2019) and Brad (2010).
Consequently, if constructivist approaches to learning could be used by business education in Nigerian post rivers state university, there will be improvement in academic performance of business education students in rivers state university, hence they will develop positive interest in the core business subjects at the university level which will eventually to students’ interest in business oriented courses at the tertiary education level.
In view of this, Lecturers should incorporate constructivist based teaching strategy into their methods of teaching. The sample in this study showed a lack of representation in gender. Hence, additional research is needed to determine if there is a difference between how male and female students in Nigerian universities respond to constructivist and conventional lecture teaching techniques.
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