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Volume 24, Issue 150 (8-2025)
Journal of Psychological Science 2025, 24(150): 209-227 |
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Tahseen Al-Mandal M, Hassani M, Qalavandi H. (2025). The Effectiveness of Constructivist Learning Theory on Scientific Thinking, Self-Efficacy and Academic Self-Concept of Iraqi Students. Journal of Psychological Science. 24(150), 209-227.
URL: http://psychologicalscience.ir/article-1-2476-en.html
URL: http://psychologicalscience.ir/article-1-2476-en.html
PhD student in Educational Management, Department of Educational Sciences, Urmia University, Urmia, Iran , Mazann4085@gmail.com
Abstract: (58 Views)
Background: Considering that today's world is facing many difficult and easy problems, it is necessary to look for new solutions using fruitful cognitive and intellectual processes to solve problems scientifically, creatively, and efficiently. It seems that addressing this important issue should start with schools and universities.
Aims: The purpose of this study was to investigate the Effectiveness of Constructivist Learning Theory on Scientific Thinking, Self-Efficacy, and Academic Self-Concept.
Methods: The present study was a quasi-experimental field design with a pre-test and post-test with a control group. The statistical population of this study consisted of all design students of the University of Baghdad in the academic year 2022-2023. The sample consisted of 60 design students who were selected from 229 students by convenience sampling method and randomly assigned to experimental and control groups (30 people in each group). Before teaching the program based on constructivism theory, both groups were pre-tested using the Academic Self-Efficacy Questionnaire (Morris, 2001), the Scientific Thinking Questionnaire from Liang et al. (2006), and the Academic Self-Concept (Chen & Thompson, 2004). Then, the experimental group was taught constructivist learning theory in 10 sessions and the control group was not provided with any training. After the completion of the training course, the post-test was taken again from both groups. The data were analyzed using SPSS.27 software and univariate analysis of covariance.
Results: The results of the univariate analysis of covariance showed that teaching constructivist learning theory significantly increased students' academic self-efficacy and self-concept (P<0.05).
Conclusion: According to these results, it can be said that the implementation of education based on constructivism theory causes students to have higher self-concept and academic self-efficacy by using hypothesis, experimentation, and evaluation and the ability to solve problems and subject issues and to scientifically cultivate creative, logical, and intuitive thinking.
Aims: The purpose of this study was to investigate the Effectiveness of Constructivist Learning Theory on Scientific Thinking, Self-Efficacy, and Academic Self-Concept.
Methods: The present study was a quasi-experimental field design with a pre-test and post-test with a control group. The statistical population of this study consisted of all design students of the University of Baghdad in the academic year 2022-2023. The sample consisted of 60 design students who were selected from 229 students by convenience sampling method and randomly assigned to experimental and control groups (30 people in each group). Before teaching the program based on constructivism theory, both groups were pre-tested using the Academic Self-Efficacy Questionnaire (Morris, 2001), the Scientific Thinking Questionnaire from Liang et al. (2006), and the Academic Self-Concept (Chen & Thompson, 2004). Then, the experimental group was taught constructivist learning theory in 10 sessions and the control group was not provided with any training. After the completion of the training course, the post-test was taken again from both groups. The data were analyzed using SPSS.27 software and univariate analysis of covariance.
Results: The results of the univariate analysis of covariance showed that teaching constructivist learning theory significantly increased students' academic self-efficacy and self-concept (P<0.05).
Conclusion: According to these results, it can be said that the implementation of education based on constructivism theory causes students to have higher self-concept and academic self-efficacy by using hypothesis, experimentation, and evaluation and the ability to solve problems and subject issues and to scientifically cultivate creative, logical, and intuitive thinking.
Keywords: Educational constructivism theory, academic self-efficacy, scientific thinking, and academic self-concept
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)