EFFECT OF USING

CONSTRUCTIVE LEARNING METHOD

ON ENGLISH ACHIEVEMENTS

This study will determine the effect of using Constructive Learning Method on the Academic

Achievements of Grade 6 students in Tanadang Sora Integrated School.

Specifically, the study will aim to answer the following question:

1. What is the mean Pre-test and Post-test score of the students in the

1.1 Control Group

1.2 Experimental Group

2. Is there a significant difference between the Pre-test score of the

2.1 Control Group

2.2 Experimental Group

3. Is there a significant difference between the Pre-test and Post-test score of the

3.1 Control Group

3.2 Experimental Group

4. Is there a significant difference between the Post-test scores of the

4.1 Control Group

4.2 Experimental Group

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In constructivism, which wants individuals do not take knowledge passively from the

environment but taking responsibility in learning process and being active, learning theories are

used such as cooperative learning, problem based learning and project based learning.

Constructivist learning applications predict a rich and interactive learning environment which

supplies student requires to reach the knowledge, get and analyze it, arrange and use it in order to

solve the problems by the way of cooperative learning activities. In the learning process, student

is expected to produce his/her own product by searching, doing decisions, collaborating, using

high level thinking skills and using his/her own creativeness. In this regard, constructivist

learning applications encourage the pupils doing about something instead of learning about

something.

The meaning of constructivism varies according to one's perspective and position. Within

educational contexts there are philosophical meanings of constructivism, as well as personal

constructivism as described by Piaget.

Theoretical Framework

Bruner views people as being active in the process of learning, continually structuring

and restructuring their environment. Thus, he is quite opposed to the view of the passive learner

mechanically associating stimuli and responses. Instead, Bruner believes that people selectively
perceive certain aspects of their environment, represent those perceptions internally, and then act

on those internal representations.

For Bruner a child beginning at infancy develops through three stages: 1) an enactive

stage characterized by direct manipulation of objects without any internal representation of the

objects, 2) an iconic stage characterized by internal representation of external objects visually as

images or icons, and 3) a symbolic stage characterized by symbolic representation of external

objects through words, formulas or other symbolic means. Bruner believes that just as a child

goes through each of these three stages when growing up, anytime we are presenting new

instruction to the students we should present it by going through these three stages. So in his

view anytime we're teaching we should first present a concept in the enactive stage involving

direct manipulation of objects, then we re-introduce the concept in the iconic stage using some

form of imagery, and finally we re-introduced the concept symbolical using words or formula or

other notation.

Conceptual Framework
CONTROL GROUP

TRADITIONAL METHOD

PRE-TEST POST-TEST

EXPERIMENTAL GROUP

CONSTRUCTIVE LEARNING
METHOD

Figure 1. The Conceptual Paradigm

 Show the flow of the research to decipher the effectiveness of Constructive Learning

Method (CLM) in enhancing the academic among student respondents.

Statement of the Problem

This study will determine the effect of using Constructive Learning Method on the
English Achievement of

Specifically, the study will aim to answer the following questions.

1. What is the mean Pre-test and Post-test scores of the students in the Control and
Experimental Groups?

2. Is there a significant difference between the Pre-test scores of the Control and
Experimental Group?

3. Is there a significant difference between the Pre-test and Post-test scores of the Control
group an experimental group

4. Is there a significant difference between the Post test scores of the Control group and
Experimental group?

Statement of Hypotheses

There is no significant difference between the mean pre-test scores of the Control

Group and Experimental Group.

There is no significant difference between the pre-test and post-test scores of the

Control group and Experimental group.

 There is no significant difference between the mean post-test scores of the Control

Group and Experimental group.

Significance of the Study

The result of this study may be significant to the following groups of people:

Students. In this study the students may be beneficial because the Students learn how to

communicate their ideas and findings with others. This becomes a self-assessment activity, whereby the

students gain more insight into how well or poorly they actually understand the concepts at hand.

Connections and associations by relating the subject matter to their own life experience

English Teacher. Can be beneficial to this study because they gain knowledge on the

effectiveness of Constructive Learning Method to be employ inside the classroom. They will

determine the strengths and weaknesses of this study as being applied in the classroom. This

may serve as their tool in developing English Achievement among the students in teaching

different field of English

School Administrator. May use this study as a strategies and pedagogical in teaching

English. Furthermore, this study can use as an alternative way of teaching.

Future Researcher. This study can benefit them as their guidelines, regarding the

effectiveness of Constructive Learning Method in developing the English Achievement of the

students in the field of English.

Scope and Delimitation of the Study

This study aims to evaluate the effectiveness of the Constructive Learning Method

(CLM) as compared to the conventional way of teaching method. Also, this study aims to

evaluate the Constructive Learning Method (CLM) in Tandang Sora Integrated School.

In this study, Grade 6 students who are enrolled in Tandang Sora Integrated School were

conveniently selected by the researches as respondents of the control and experimental groups

and were given a validated pre-test and post-test.

Definition of terms

For enlightenment and through standing of this study, the following words were defined

Control Group is the group that was taught in Traditional Method.

Experimental Group is the group that was taught using the Constructive Learning

Method (CLM).

English Achievement- is the test scores of the students in English.

Post-test is the test given to the students after using the Constructive Learning Method.

Pre-test is the test given to the students before using the Constructive Learning Method.

Constructive Learning Method (CLM) is a students centered approach that challenges

learners to develop their critical thinking skills and engage in analytical discussion.

Traditional Method the conventional way of teaching method.