Impact of Constructivist Model-Based Training Programmes on Pre-Service Teachers’ Knowledge, Creativity, Classroom Practice and Junior Secondary Schools Learning Outcomes in Mathematics

Olosunde Gbolagade Ramon, Akinpelu,Solomon Oluyemi


The dwindling performance of Junior Secondary School (JSS) students in Mathematics over the year needs urgent attention.  This trend has been attributed to poor Instructional strategies and teachers inabilities in providing, opportunities for creative thinking and ways of working mathematics.  Scholars had advocated the use of creativity which begins with curiosity and involves pupils in exploration and experimentation which they draw upon their imagination and originality.  This study therefore determined the use of constructionist method on pre-service teacher’s knowledge and creativity, and students imaginations on learning outcomes in mathematics.  Pre-test, post-test, control group, quazi-experimental design with 3 x 3 x 2 factorial matrix was adopted for the study.  Thirty six (36) pre-service service teachers were selected using stratified sampling techniques.  Eight hundred and thirty (830) students from six randomly selected secondary schools in southwestern Nigeria participated in the study.  The instruments used were interactive approach knowledge and creativity (IAKC) validated using KR20 (r=0.73) and problem-Based learning knowledge and creativity (PBLKC) validated using KR20 (r=0.74).  Questionnaire on classroom teachers practices and creativity were validated using inter-rater reliability index using Scott’s IT(r=0.72) Data collected were analysed using Analysis of covariance (ANCOVA) and Duncan pair-wise comparison test. Result showed that there were significant main effects of  training programme on presence teachers knowledge F(2,32)=11.23;p< 0.05  Creativity (F(2,32)= 18.32; P< 0.05). There were significant main effect of pre-service teachers knowledge and creativity on students achievement F(2,811)=110.66;P<0.05) and students creativity (F(2,811) = 3.39; P<0.05 towards mathematics. The CM pedagogy was more effective in improving classroom practices of pre-service teachers and it is the strategy that supports such outcomes which are clearly and vital importance to mathematics  and particularly significant for a curriculum area in which both the spoken and written languages of mathematics are key to understanding.

Keywords: Constructivist, Pre-service, Creativity, Learning outcomes, Mathematics

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