International E-publication: Publish Projects, Dissertation, Theses, Books, Souvenir, Conference Proceeding with ISBN.  International E-Bulletin: Information/News regarding: Academics and Research

Constructivist-Based Approach in Teaching Mathematics: A Quasi-Experimental Study

Author Affiliations

  • 1Mindanao State University, General Santos City, Philippines

Res. J.Educational Sci., Volume 4, Issue (10), Pages 1-4, December,1 (2016)


The development of Mathematics skills has been one of the major aims of the school curriculum. To achieve this goal, progressive new ideas on teaching and learning strategies in Mathematics are constantly emerging. One of these strategies is the constructivist-based approach which views learners as active participants in the learning process. In this approach, the studentsí prior knowledge is carefully considered during instruction and the goal of instruction is to build ideas based on these prior knowledge. Students actively construct meanings as they interact with the environment and understand rather than recall, and analyze rather than memorize. This study focused on the effectiveness of constructivist-based approach in teaching Mathematics particularly in Calculus among second year college students using a quasi-experimental research design. Constructivist-based approach was used on the experimental group while the traditional lecture method was used on the control group. Pretest and posttest results were analyzed using ANCOVA and t-test for dependent samples. Journal writing was also undertaken to determine studentsí perception of the subject after being exposed to constructivist-based approach. Results of the study showed that both the constructivist based approach and the lecture method are effective in teaching Calculus based on the difference between the pretest and posttest scores. However, students who used the constructivist-based approach got significantly higher posttest scores than those taught using the lecture method, and some had improved perception and attitude towards Calculus based on the written journals. This led to the conclusion that constructivist-based approach is more effective than the lecture method and it is therefore recommended that this approach be utilized in the teaching of Mathematics and other Mathematics-related subjects.


  1. Woolfolk A., Winne P.H. and Perry N.E. (2009)., Social Cognitive and Constructivist Views of Learning., Educational Psychology (4th ed.) Toronto: Pearson Canada, Inc.
  2. Ultanir E. (2012)., An Epistemological Glance at Constructivist Approach: Constructivist Learning in Dewey, Piaget and Montessori., International Journal of Instruction, 5(2), 195-212.
  3. Kumar M. (2006)., Constructivist Epistemology in Action., The Journal of Educational Thought, 40(3), 247-261.
  4. Marlowe B.A. and Page M.L. (2005)., Creating and Sustaining the Constructivist Classroom., Thousand Oaks, CA: Corwin Press.
  5. Powell K.C. and Kalina C.J. (2009)., Cognitive and Social Constructivism: Developing Tools for an Effective Classroom., Education, 130(2), 241-250.
  6. Richardson V. (2005)., Constructivist Teacher Education: Building a World of New Understandings., London: Falmer Press.
  7. Taylor P., Fraser B. and Fischer D. (1997)., Monitoring Constructivist Classroom Learning Environment., International Journal of Education Research, 27(4), 293-302.
  8. Khan S. (2013)., Constructivism: An Innovative Inquiry-based Approach to Classroom Teaching., Gyanodaya. 6(1), 60-69.
  9. Brooks J. and Brooks M. (1999)., In Search of Understanding: The Case for Constructivist Classroom., Alexandria, VA: Association of Supervision and Curriculum Development.
  10. Ausubel D.P. (1995)., Educational Psychology: A Cognitive View., New York: Holt, Rinehart and Winston.
  11. Fensham P.J. (1988)., Development and Dilemmas in Science Education., London: Palmer Press.
  12. Leikin R. and Zaslavsky O. (1999)., Cooperative Learning in Mathematics., The Mathematics Teacher 92(3), 240-246.
  13. Gillies R. (2006)., Teachersí and Studentsí Verbal Behaviors During Cooperative and Small-group Learning., British Journal of Educational Psychology. 76: 271-287.
  14. Galia M.L. (2015)., Cross-age Peer Tutoring as Intervention to Cultural Minority Students with Learning Difficulties in Mathematics., Journal of Teaching and Education. 4(01), 327-332.
  15. Choudry M. (2013)., Constructivism: Ways to New Learning., International Journal of Education and Management Studies. 3(2), 276-279.
  16. Sharma R. (2014)., Constructivism-An Approach to Enhance Participatory Teaching Learning., Gyanodaya. 7(2), 12-17.
  17. Jong S.K. (2005)., The Effects of a Constructivist Teaching Approach on Studentsí Academic Achievement, Self-concept and Learning Strategies., Asia Pacific Education Review, 6(1), 7-19.
  18. Becker K. and Maunsaiyat S. (2004)., A comparison of students, J. Vocational Education Research. 29(2), 1-10.
  19. Bimbola O. and Daniel O. (2010)., Effect of Constructivist-based Teaching Strategy on Academic Performance of Students in Integrated Science at the Junior Secondary School., Educational Research and Reviews. 5(7), 347-353.