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Teachers' Attitudes towards Constructivist Approach to Improving learning outcomes: The Case of Kosovo.

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Title: Teachers' Attitudes towards Constructivist Approach to Improving learning outcomes: The Case of Kosovo.
Authors: Ahmedi, Vjollca1 vjollca.ahmeti@uni-pr.edu, Kurshumlija, Anemone2 anemone.kurshumlija@gmail.com, Ismajli, Hatixhe1 hatixhe.ismajli@uni-pr.edu
Source: International Journal of Instruction. Jan2023, Vol. 16 Issue 1, p441-454. 14p. 5 Charts.
Subject Terms: *Teacher attitudes, *Constructivism (Education), *Educational outcomes, *School children, Semi-structured interviews
Geographic Terms: Kosovo (Republic)
Abstract: The constructivist approach aims at change, departing from the traditional teaching and improvement of learning outcomes in primary schools of Kosovo. Teachers' attitudes towards the constructivist approach play a crucial role in actively constructing knowledge through experience and reflection and are critical for improving learning outcomes. This study aimed to examine the teachers' attitudes to using the constructivist approach to improving learning outcomes. This research used a mixed research methodology. The research sample consisted of 40 teachers and 113 students in primary schools in Kosovo. The data were collected through a survey using questionnaires (for teachers and students) and semistructured interviews. The study illustrated that most teachers' attitudes towards using the constructivist approach and its impact on learning outcomes are significant (p <.05). Based on the findings, one can conclude that constructing knowledge on existing experiences, involving students in discussions, reflection, authentic learning, and engaging students in research assignments result in better learning outcomes. The constructivist approach enabled the transition from traditional to student-centred teaching, and the teachers' attitudes towards implementing this type of teaching are positive. Teachers' attitudes towards the constructivist approach were significant (p<0.05) and determined how learning outcomes would be achieved. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teachers&#39; Attitudes towards Constructivist Approach to Improving learning outcomes: The Case of Kosovo.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22International+Journal+of+Instruction%22&quot;&gt;International Journal of Instruction&lt;/searchLink&gt;. Jan2023, Vol. 16 Issue 1, p441-454. 14p. 5 Charts.
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  Data: The constructivist approach aims at change, departing from the traditional teaching and improvement of learning outcomes in primary schools of Kosovo. Teachers&#39; attitudes towards the constructivist approach play a crucial role in actively constructing knowledge through experience and reflection and are critical for improving learning outcomes. This study aimed to examine the teachers&#39; attitudes to using the constructivist approach to improving learning outcomes. This research used a mixed research methodology. The research sample consisted of 40 teachers and 113 students in primary schools in Kosovo. The data were collected through a survey using questionnaires (for teachers and students) and semistructured interviews. The study illustrated that most teachers&#39; attitudes towards using the constructivist approach and its impact on learning outcomes are significant (p &lt;.05). Based on the findings, one can conclude that constructing knowledge on existing experiences, involving students in discussions, reflection, authentic learning, and engaging students in research assignments result in better learning outcomes. The constructivist approach enabled the transition from traditional to student-centred teaching, and the teachers&#39; attitudes towards implementing this type of teaching are positive. Teachers&#39; attitudes towards the constructivist approach were significant (p&lt;0.05) and determined how learning outcomes would be achieved. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.29333/iji.2023.16124a
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 441
    Subjects:
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Constructivism (Education)
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Semi-structured interviews
        Type: general
      – SubjectFull: Kosovo (Republic)
        Type: general
    Titles:
      – TitleFull: Teachers' Attitudes towards Constructivist Approach to Improving learning outcomes: The Case of Kosovo.
        Type: main
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          Name:
            NameFull: Ahmedi, Vjollca
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            NameFull: Kurshumlija, Anemone
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            NameFull: Ismajli, Hatixhe
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            – D: 01
              M: 01
              Text: Jan2023
              Type: published
              Y: 2023
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            – TitleFull: International Journal of Instruction
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