Socio-Constructivist Learning and Teacher Education Students’ Conceptual Understanding and Attitude toward Fractions

Authors

  • Edwin Ibanez College of Sciences, Central Luzon State University, Science City of Muñoz, Philippines
  • Jupeth T. Pentang Department of Secondary Education, College of Education, Western Philippines University, Puerto Princesa City, Philippines

DOI:

https://doi.org/10.22437/irje.v5i1.12187

Abstract

The study assessed the conceptual understanding and attitude toward fractions of teacher education students in a socio-constructivist learning environment. Specifically, it determined the students’ level of conceptual understanding before and after instruction; verified the types of conceptual changes that occurred; and ascertained the attitude of students toward fractions before and after instruction and its relationship to their levels of understanding. Descriptive-correlational research method was used. Socio-constructivist context-based teaching method was employed to introduce the concept of fractions. Achievement tests and interviews were administered to determine the students’ level of conceptual understanding. Conceptual analysis based on Jensen and Finley’s (1995) method with Tiberghien’s (1994) classification of changes was utilized to describe students’ conceptual understanding and conceptual changes. In order to determine their attitude on fractions, students were asked to answer the socio-constructivist attitude questionnaire. The level of conceptual understanding of teacher education students in fraction was functional misconception and partial understanding before and after instruction, respectively. The type of conceptual change that occurred among teacher education students was change for the better. Socio-constructivist learning more likely to improve students’ attitudes toward fractions; promoted prosocial behavior among students; and tend to increase students’ activeness in the classroom activities as evidenced.

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Published

2021-04-04

How to Cite

Ibanez, E., & Pentang, J. T. . (2021). Socio-Constructivist Learning and Teacher Education Students’ Conceptual Understanding and Attitude toward Fractions . | IRJE |Indonesian Research Journal in Education|, 5(1), 23-44. https://doi.org/10.22437/irje.v5i1.12187