Effect of Constructivism-Based Teaching-Learning Strategy in English Subject of Secondary School Students

Abstract

Education is a process which empowers the body, mind and spirits of an individual. Education is the fullest realization and self-reliant of an individual not only his personal welfare rather participation, contribution and understand the world in changing society. Constructivism learning is not a process of transmission of information from teachers to students. It provides a group situation which enhances collaboration learning for negotiation of meaning, sharing of multiple views and changing the internal representation of the external reality. Teaching-learning process is a bipolar process to inculcate the new information, ideas and knowledge to the pupils. Here teaching is a process facilitated knowledge or information to learner to opt optimum adjustment in the environment. Similarly Learning is a continuous regain from experience and lifelong process. The objectives of the study are to examine to find out the effect of constructivism-based teaching-learning strategies in English subject in reference with gender and locale variation of Secondary School Students in Nadia District. The study revealed that both the rural and urban students either girls or boys having same attitude towards learning English subject. It was found that there were no any differences in girls and boys rather both had similar attitude and achievement towards constructivism-based teaching-learning strategies in English subject