A Comparative Study of Constructivist and Traditional Methods of Teaching Science to Grade V, Primary Level Public School of District Korangi, Karachi

Abstract

Constructivist teaching approach is beneficial for effective and long-lasting learning of students especially in young children. The current study was conducted to identify the effect of constructivist teaching approach on fifth-grade students’ science achievement. Convenient sampling technique was used to select 30 fifth grade students at a public primary school in district Korangi, Karachi. Data was collected with a self made test. SPSS software was used to analyze the data collected from respondents. Experimental pre-test post-test design was used to check the effectiveness of constructivist teaching approach on students’ achievement in science subject. The results illustrated that constructivist teaching approach improved students’ achievement in science. In order to have effective learning for students there is a need to transform the old style of teaching into an innovative and constructive one. Therefore, the researcher utilized activity-based learning approach to foster the students’ learning. Two-way communication between a teacher and the students provides a baseline for activity-based learning. The findings of the current study highlighted the importance of innovating teaching methodology like activity-based learning that significantly proves beneficial in improving the students’ science achievements. It also reflected that the activity-based teaching methodology helped the students perform better than the students who taught with traditional methods.