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Teachers' Perception and Implementation of Constructivist Learning Approaches: Focus on Ethiopian Institute of Textile and Fashion Technology, Bahir Dar

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Title: Teachers' Perception and Implementation of Constructivist Learning Approaches: Focus on Ethiopian Institute of Textile and Fashion Technology, Bahir Dar
Language: English
Authors: Jemberie, Lantbeye Wudneh
Source: Cogent Education. 2021 8(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Constructivism (Learning), Foreign Countries, Curriculum Implementation, College Faculty, Textiles Instruction, Clothing Instruction
Geographic Terms: Ethiopia
DOI: 10.1080/2331186X.2021.1907955
ISSN: 2331-186X
Abstract: The main purpose of this study was to invigorate teachers' perception and implementation of constructivist learning approaches in Ethiopian Institute of Textile and Fashion design (EiTEX, hereinafter), Bahir Dar University. The study focused on mostly noted constructivist learning and teaching methods particularly question-answer, individual-work and group-work methods. Also, the study invigorated teachers' view on constructivist learning. To this study purpose descriptive survey design was employed. The study involved 82 randomly selected teachers who had been teaching second year and above in the three programs (Textile engineering, Garment Engineering and Leaser Technology programs) offered by Ethiopian Textile and Fashion Technology Institute of Bahir Dar university in 2019 academic year first semester. Questionnaire was used as data collection method. The questionnaire consisted of 18 items of which 10 measured teachers' implementation of constructivism and eight measured teachers' perception of constructivist learning and its methods. Data analysis was performed using SPSS 20. Results showed that around half of the teachers have positively perceived and implemented the mentioned methods in line with constructivism, while remaining teachers still implemented these methods as a traditional way of teaching. Moreover, teachers seemed more constructivists in perception and applying individual work method as compared to group-work activities. Teachers who participated in pedagogical workshops had positive perception and good implementation of constructivist learning compared to teachers who did not involve in pedagogical workshops. In conclusion, the present study findings would provide invaluable insights on teachers' views and application of constructivist learning and teaching approaches in Ethiopian higher education institutions.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1334095
Database: ERIC
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: 10.1080/2331186X.2021.1907955
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  Data: 2331-186X
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  Data: The main purpose of this study was to invigorate teachers' perception and implementation of constructivist learning approaches in Ethiopian Institute of Textile and Fashion design (EiTEX, hereinafter), Bahir Dar University. The study focused on mostly noted constructivist learning and teaching methods particularly question-answer, individual-work and group-work methods. Also, the study invigorated teachers' view on constructivist learning. To this study purpose descriptive survey design was employed. The study involved 82 randomly selected teachers who had been teaching second year and above in the three programs (Textile engineering, Garment Engineering and Leaser Technology programs) offered by Ethiopian Textile and Fashion Technology Institute of Bahir Dar university in 2019 academic year first semester. Questionnaire was used as data collection method. The questionnaire consisted of 18 items of which 10 measured teachers' implementation of constructivism and eight measured teachers' perception of constructivist learning and its methods. Data analysis was performed using SPSS 20. Results showed that around half of the teachers have positively perceived and implemented the mentioned methods in line with constructivism, while remaining teachers still implemented these methods as a traditional way of teaching. Moreover, teachers seemed more constructivists in perception and applying individual work method as compared to group-work activities. Teachers who participated in pedagogical workshops had positive perception and good implementation of constructivist learning compared to teachers who did not involve in pedagogical workshops. In conclusion, the present study findings would provide invaluable insights on teachers' views and application of constructivist learning and teaching approaches in Ethiopian higher education institutions.
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      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Textiles Instruction
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      – SubjectFull: Clothing Instruction
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      – SubjectFull: Ethiopia
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