Dr Esther E. Ekon & Dr Nsimeneabasi M. Udoh
Abstract
The study investigated the effects of constructivists’ model of instruction on students’ perception of their psychosocial learning environment and achievement in biology. Two research questions and two hypotheses guided the study. Pretest-post test quasi experimental design was adopted for the study. 272 (141 males and 131 females) SS2 biology students formed the sample of the study. Two instruments used for data collection were Biology Learning Environment Survey (BLES) and Biology Achievement Test (BAT). These instruments underwent face and content validity, and reliability coefficients established using Cronbach alpha were 0.885 and 0.785. Data collected were analysed using mean, standard deviation and ANCOVA. The findings revealed, among others, that students who were taught biology using constructivists’ model of instruction, perceived their psychosocial learning environment better than their counterparts in the control group who were taught using conventional method; the students in the experimental group out-performed their counterparts in the control group. Based on the findings, the researchers recommended that teachers should use innovative strategies that are activity-based and giving opportunities for students to interact with the learning environment in order to create knowledge themselves. Keywords