Effect of Constructivism on Student’s Achievement, Learning Experience, and Identifying Misconceptions in Word Problems in Simultaneous Linear Equations in Two Variables at High School level
Quasi-experimental design improved student achievement and learning experience in simultaneous linear equations, highlighting constructivism's effectiveness.
Key Points
Posttest scores showed a significant increase after employing a constructivist approach, demonstrating improved student achievement.
Common misconceptions identified included ratio and fraction errors, emphasizing the need for targeted teaching strategies.
The intervention involved both quantitative and qualitative methods, enhancing the comprehensiveness of the results.
These findings suggest that in-service training for mathematics teachers could further improve student learning outcomes.