Effect of socio constructivist approach of teaching on achievement in mathematics in relation to meta cognition and attitude towards mathematics

Abstract

This study aims to explore the effect of the socio-constructivist approach of teaching on achievement in mathematics in relation to meta-cognition and attitude towards mathematics and it was found that the socio-constructivist approach of teaching was significantly better than the traditional teaching method. The socio-constructivist approach to teaching provides abundant opportunities to the students such as healthy discussions, active involvement of the students in the learning process, increased motivation, sharing of ideas with the peer group, and construction of new knowledge by linking it with the previously held beliefs, enhancing social skills of the students and ultimately enhancing students learning experiences. Significant differences were observed among students taught using socio- constructivist approach to teaching and traditional teaching methods in relation to meta-cognition and attitude towards mathematics. This study would be useful for policymakers and developers as they may consider introducing socio- constructivist approach to teaching in the school curriculum to enhance students achievement in mathematics. newline