Teachers’ and Students’ Assessment on the Extent of Constructivism in the Senior High School Physics Learning Environment in Benguet, Philippines

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Jovalson T. Abiasen Gaudelia A. Reyes


The education literature recognizes constructivism as the most appropriate pedagogical and philosophical approach in any field of science. This study aimed to determine the assessment of teachers and students on the extent of constructivism of the physics learning environment senior high school STEM-strand. Students' assessments were also compared according to the type of senior high school (public and private). The study used a descriptive survey design using the Constructivist Learning Environment Survey (CLES) tool administered to 12 STEM-strand teachers and 520 students from different private and public senior high schools in Benguet. Results revealed that students and teachers assessed the physics learning environment as very constructivist and mostly constructivist, respectively. When compared according to the type of school, public high school students have slightly higher assessments than students coming from private high schools, although both overall mean scores are classified as very constructivist. The results suggest enriching the different dimensions of constructivism is still needed to achieve a holistic constructivist classroom in the STEM curriculum. Future studies using qualitative research design and other survey instruments or tools are recommended to confirm results.

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