EFFECT OF CONSTRUCTIVIST BASED TEACHING STRATEGY ON ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS

ABSTRACT: The present investigation was conducted with the purpose of scrutinising the impact of a pedagogical approach rooted in constructivism on the scholastic achievement of pupils enrolled in junior secondary education within the jurisdiction of Agege Local Government, situated in the esteemed Lagos State. This study aimed to investigate the impact of a constructivist-based teaching strategy on the academic performance of junior secondary school students. Additionally, it sought to validate any discernible disparities in achievement test scores among high-ability students who were exposed to the constructivist strategy. To ascertain potential disparities in attitude scores among students instructed through the pedagogical approach rooted in constructivism as opposed to the conventional method. The investigation utilised a research design known as survey descriptive methodology. A grand total of 60 responses were duly validated from the survey. The research embraced the epistemological framework of the constructivist Theory of Learning. Based on the data collected and meticulously examined, the results have unequivocally demonstrated that pedagogy rooted in constructivism yields greater benefits when compared to the conventional approach to instruction. Moreover, it is worth noting that the scholastic achievements of students who were instructed through the constructivist-based pedagogical approach exhibited a significant enhancement compared to their counterparts who received education through conventional and traditional methodologies. The study proposes that school administration should devise a pedagogical approach that employs the constructivist-based model of instruction. Furthermore, it is imperative for educators to diligently employ pedagogical approaches that are conducive to the learning needs of their students, thereby fostering enhanced scholastic achievements.