Effect of Teaching of Fractions through Constructivist Approach on Learning Outcomes of Public Sector Primary Schools Teacher

A 6-days (April 11th to 16th, 2011) experimental study as a part of Continuous Professional Development was launched at three districts i.e. Dadu, Naushahro Feroz, Mirpurkhas to enable public sector primary school teachers (PSTs) to translate the abstract concepts of fractions (grade 2 to 5) into concrete learning using low or no cost available resources through a module based on collaborative, activity-based, and learner-centered approach. The present mixed research focuses to evaluate the said training at District Dadu quantitatively and qualitatively. One-group pre and posttest model was used for this experimental study. The 30 (14 male, 16 female) public primary school teachers represented two-stage sample. The t-test analyses revealed that overall the treatment yielded extremely positive and significant learning; however, no significant statistical difference found between male and female trainees’ previous knowledge and training effect. The phenomenological qualitative data analysis revealed that the said training was unique. Respondents overall believed that for the first time they practically observed and practiced activity-based teaching through individual and group work, think-pair-share, two-way questioning, discussion, KWL, problem solving, and empathic listening techniques. However there was language barrier to comprehend the module provided in English that was fully tackled by the resource persons who used local language (Sindhi). The researcher suggested measures to overcome the weaknesses for similar projects in future.