Effect of self-learning modules and constructivist approach on academic performance of secondary school students: A comparative study
Dr. Ranjit Kaur, Gurpreet Singh, Dr. Shamshir Singh
The present paper focuses to differentiate between learning through self-learning modules and constructivist approach in relation to academic achievement of 8th class social science students'. Students for present study were selected through simple random sampling technique. This study was conducted on a sample of 60 Students of class 9th of Unique Shiksha Niketan, Ladwa, Kurukshetra. Two groups of students consisting 30 students each were formed and named as experimental group-A and experimental group-B. According to the results obtained, there exists a significant difference in academic achievement among the students learn through constructivist approach and learn through self-learning modules. Present study shows that students learn better through constructivism. Because it focuses on the students as shapers of meaning and knowledge. It is based on improving the students higher order cognitive skills i.e. problem solving, critical thinking skills, not just focusing on the content to be learned. But it tells them the way to learn. Once students understand the ways to learn, they can carry this process with them into the future life, to solve new and different problematic situations.