The Use of a Constructivist Blended Approach to Teaching Geography in a Secondary School

Abstract

This action research study used qualitative and quantitative methods to investigate students’ performance in assessments and their perceptions and experiences with the use of a constructivist blended approach to teach secondary school geography. The constructivist blended model which used the 5-E strategy (Engage, Explore, Explain, Elaborate and Evaluate) informed teaching and assessment. Methods of data collection were test scores, an open-ended questionnaire, and a focus group interview.

Findings suggest that although students’ performance in the assessment and their perceptions and experiences of the constructivist blended classroom strategy were generally positive, several students felt challenged by its use. Students participated minimally in online discussions, and few read online resources. Furthermore, classroom discussions were still mostly teacher directed as many students experienced a high level of fear and anxiety with in-class presentations. A reliance on educators as the main source of knowledge persisted, with reluctance by some to assume an independent role in their learning. We conclude that although students generally approved of the strategy, and performed better in the assessments, their experiences of schooling in an authoritarian, post-colonial education system challenged its effective use.