Teachers’ perception and implementation of constructivist learning approaches: Focus on Ethiopian Institute of textile and fashion technology, Bahir Dar.

• Main Author: Lantbeye Wudneh Jemberie
• Format: Article
• Language: English
• Published: Taylor & Francis Group 2021-01-01
• Series: Cogent Education
• Subjects: perception of constructivist learning; practice of constructivist learning approach; ethiopian institute of textile and fashion
• Online Access: http://dx.doi.org/10.1080/2331186X.2021.1907955

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.