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首页> 外文期刊>Research on Humanities and Social Sciences >Effect of Constructive Teaching Approach on Teachers’ Attitude and Students’ Achievement: An Experiment on Students and Teachers
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Effect of Constructive Teaching Approach on Teachers’ Attitude and Students’ Achievement: An Experiment on Students and Teachers

机译：建构性教学法对教师态度和学生成就的影响：对学生和教师的实验

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Aim: The aim of the study was to studythe effect of constructive based training approach on teachers’ attitude and students’ achievement. Sample: The study comprised 80 students of class VI from Nagar Palika Girls Middle School Balmiki Basti New Delhi and Nagar Palika Girls Sr. Sec. School, Havelock Square, New Delhi. A quasi experimental pre-test and post-test design was applied in the present study. Method: A pre and post -test design was applied on students and teachers learning and teaching Hindi subject. A training of 200 hours of constructive teaching training was given to one group of 15 teachers, whereas a conventional teaching training was given to another grou of 15 teachers. The training for both the groups was completed in 8 weeks. After receiving the training both the groups used the approaches in their classes in which they had been trained. Therefore one group of students was taught the Hindi Subjects by using constructive approach where as another group was taught by using conventional approach of teaching. Teacher-made test with multiple-choice objective type questions was used to assess the learners’ achievement in pre-test, and post-test was carried out just after two month of the experiment. Similarly teacher’s attitude scale of S P Ahluwalia (1990) was administered before the training of teachers and also after completion of the training. Result: The t values obtained revealed that constructivist method enhances the academic achievement and problem solving ability of the pupils. It was also found that both the group of teachers differs significantly on the teaching attitude. Key w ords: Constructive based training approach, teachers’ attitude and students achievement
机译：目的：研究的目的是研究基于建构主义的培训方法对教师态度和学生成就的影响。样本：该研究包括来自新德里Nagar Palika女子中学Balmiki Basti和Nagar Palika女子中学的80名VI级学生。新德里哈夫洛克广场学校。在本研究中采用了准实验性的预测试和后测试设计。方法：在学生和教师学习和教印地语的科目上应用了测试前和测试后的设计。一组15名教师接受了200个小时的建设性教学培训，而另一组15名教师则接受了常规教学培训。两组的培训均在8周内完成。在接受培训之后，这两个小组都在他们接受培训的班级中使用了方法。因此，一组学生使用建构主义的方法教北印度语科目，而另一组学生则使用传统的教学方法教。由教师进行的带有多项选择目标类型问题的测试用于评估学生的预测试成绩，而在测试两个月后进行后测试。同样，在教师培训之前和培训结束后，也执行了S P Ahluwalia（1990）的教师态度量表。结果：获得的t值表明，建构主义方法可以提高学生的学业成绩和解决问题的能力。还发现两组教师的教学态度差异很大。关键指标：基于建设性的培训方法，教师的态度和学生的成就

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