An assessment of mathematics classroom teaching- learning process: consistency with constructivist approach

Abstract

This study was conducted on 261 students of whom 136 were from Benishangul Gumuz and 125 from Amhara region attending government secondary schools (from 9-11 graders in the 2005 academic year). They were high achieving students in mathematics and science selected from different secondary schools in the two regions for the “talented students” outreach summer program in Bahir Dar University. The objective of the study was to assess whether the learning classroom environment was compliant with constructivism. Data about the learning environment in mathematics classroom was collected using the Constructivist Learning Environment Survey (CLES). The CLES consists of five dimensions (scales): personal relevance, mathematical uncertainty, shared control, critical voice, and student negotiation, each scale having six items. In other words, the instrument contained thirty items that pupils rank via the use of a fivepoint Likert scale, ranging from almost never to almost always. One sample t-test was used to analyze students’ responses. Results showed that the learning environment (secondary school practices in mathematics classes in Amhara and Benishangul Gumuz region) was less constructivist compared to the expected average except student negotiation. That means four out of the five key principles of constructivism were not sufficiently implemented. However, student negotiation was found to be adequate, students indicated that enough opportunities existed for them to exchange ideas. Still students indicated that they were not encouraged to reflect on the viabilities of each others’ ideas.

Keywords: Constructivism, constructivist learning environment, Amhara region