The implementation of the constructivist learning environment in mathematics classroom perceived by secondary school students in Malaysia

• Main Authors: Ibrahim, Hasniza, Kamarulzaman, Wirawani, Ismail, Halim
• Format: Proceeding Paper
• Language: English; English
• Published: iCONFERENCES 2024
• Subjects: L Education (General); LB Theory and practice of education; LB1603 Secondary Education. High schools
• Online Access: http://irep.iium.edu.my/115213/2/Conference%20EDCON_Hasniza%20Ibrahim.pdf; http://irep.iium.edu.my/115213/12/115213_The%20implementation%20of%20the%20constructivist.pdf; http://irep.iium.edu.my/115213/; https://educateconference.com/

Background: A constructivist learning environment (CLEs) represents a paradigm shift in educational philosophy. This pedagogical approach is characterized by emphasizing learner-centeredness and active student participation in the knowledge construction process. Aims/Objectives: This quantitative study aimed to critically investigate the implementation of CLEs in mathematics classrooms from the perspective of Malaysian secondary school students. Methods: The researchers employed the Constructivist Learning Environment for Mathematics Classroom (CLEMC) questionnaire survey, which assesses four major indicators: Cooperation, Task Orientation, Teacher Support, and Student-Centredness. A total of 749 Form Four students from public schools in Johor and Selangor participated in the study. Results: The findings revealed that the element of Student-Centredness was the least implemented in the mathematics classroom, suggesting a disconnect between the theoretical principles of constructivism and actual classroom practices. Conclusions and Recommendations: The study highlights the need for a more critical examination of the challenges and barriers to implementing CLEs in mathematics education, as well as the need for ongoing professional development and support for teachers. Future research should explore the factors that influence the successful implementation of CLEs, such as teacher beliefs, school culture, and resource availability. This study suggests that more work is needed to bridge the gap between theory and practice. By critically examining the challenges and opportunities associated with CLEs, educators, and policymakers can work towards creating more effective and engaging learning environments for all students.