The Constructivist Teaching Approach and Academic Achievement in English: An Empirical Evidence of Secondary School Students

  • Aroona Hashmi Institute of Education and Research. University of the Punjab. Lahore
  • Hina Wishal
  • Dr. Tanvir Kiyani
Keywords: academic achievement, constructivist teaching approach, english, PQRST, secondary school students

Abstract

Constructivism is a vibrant and self-motivated coaching paradigm that implies the establishment of the latest academic conceptions relying on the pupil’s past educational experiences.

 Constructive teaching approach (CAT) accompanied with PQRST method (Preview, Question, Read, Summarize and Test) considered as an efficient way for progression of the students’ comprehension regarding skills of English subject matter. This study aimed to find the effect of constructive teaching approach (PQRST) on 9th graders academic achievement in the provided subject of English. Quasi experimental Pre-test-posttest research design had employed to fulfill the fundamentals of the current study. Two intact groups were randomly selected, and teacher made achievement test used to take the score. Control group was instructed English conventionally whereas treatment group was instructed through PQRST under the shade of CAT. Pre-test scores demonstrated an insignificant statistical difference between both groups but after getting treatment for 12 weeks experimental group exposed a momentous positive statistical discrepancy in scores via getting instruction through PQRST. The current research recommends constructivist teaching approach along with PQRST may be used for the improvement of students’ reading and comprehension skills in the subject matter of English which can enhance their achievement overall.

 

Published
2021-06-29
How to Cite
Hashmi, A., Wishal, H., & Kiyani, D. T. (2021). The Constructivist Teaching Approach and Academic Achievement in English: An Empirical Evidence of Secondary School Students. Journal of Arts & Social Sciences (JASS), 8(1), 6-15. https://doi.org/10.46662/jass-vol8-iss1-2021(6-15)