3 THEORIES

Adesanya, L. A. (2009). Education and learner autonomy. In U. M. O. Ivowi, K. Nwufo,

C. Nwagbara, J. Ukwungwu, I. E. Emah, G. Uya (Eds.), Curriculum Theory and

Practice pp 123-130. Curriculum Organization of Nigera: Top Goddy Nig. Ltd

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The

Clearing House: A Journal of Educational Strategies, Issues and Ideas. 83(2),

39-43. https://doi.org/10.1080/00098650903505415

Blumenfeld P. C., Soloway E, Ronald, W. M., Krajcik, J. S., Guzdial, M. & Palincsar,

A. (2011). Motivating Project-Based Learning: Sustaining the Doing,

Supporting the Learning. Pp 369-398. Retrieved from

https://doi.org/10.1080/00461520.1991.9653139

Dorgu, T. E. (2015). Different teaching methods: a panacea for effective curriculum

implementation in the classroom. International Journal of Secondary

Education, 3(6), 77-87.

 SOCIAL CONSTRUCTIVISM THEORY
Social Constructivism Theory by Lev Vygotsky FOCUSES ON THE COLLABORATIVE NATURE OF
LEARNING. It is a learning process that occurs through interaction with others. According to
Vygotsky, individuals construct knowledge and understanding of the world through their
interactions with more knowledgeable others, such as teachers, peers, or parents.
Constructivist sees knowledge as what students construct by themselves based on the
experiences they gather from their environment, the social constructivist sees knowledge as
what students do in collaboration with other students, teachers and peers.
Social constructivism is a learning theory that views learning as a social process where students
collaborate by engaging in group activities for meaningful learning to take place. Teachers
employ instructional guidance by using teaching methods that allow knowledge discovery and
construction by students as they interact and work together in the learning process. Social
constructivism shifts the responsibility of knowledge acquisition from the teacher to the
student and also transforms the student from a passive listener to an active participant and a
co-constructor of knowledge among co-learners.

Experiential Learning theory

Experiential Learning Theory by David Kolb (1984) suggests that learning is an active process and that
learners construct meaning from their previous experience. Experiential learning is a student-centered
approach that combines direct experience with focused reflection.

Experiential Learning Theory by David Kolb is a learning theory that suggests people learn best through
hands-on experiences. By engaging students in hands-on experiences, reflection, and collaboration they
are better able to connect theories and knowledge learned in the classroom to real-world situations.
According to Kolb, learning is a continuous process that involves four stages: concrete experience,
reflective observation, abstract conceptualization, and active experimentation. Individual cycle through
these stages as they engage in learning activities, gaining new knowledge, stimulate creativity, and skills
along the way. This theory emphasizes the importance of active experimentation and reflection in the
learning process.
 CONSTRUCTIVISM THEORY
Jerome Bruner's Constructivist Theory suggests that learning is an active process and that learners
construct meaning from their previous experiences.

The theory states that people construct their own understanding and knowledge of the world, through
experiencing things and by reflecting on those experiences. According to Bruner, when we encounter
something new, we have to reconcile it with our previous ideas and experience, perhaps by changing
what we believe. In any case, we are active creators of our own knowledge. To do this, we must ask
questions, explore, and assess what we know. This explains that learning is an active process which is
based on the assumption that knowledge is constructed by learners as they attempt to make sense out
of their experiences. In the classroom, the constructivist view of learning can be used to encourage
students to use practical approaches to create more knowledge, reflect on and talk about what they are
doing. A constructivist classroom emphasizes active learning, student-centeredness, reflection, and
viewing a concept or problem from multiple perspectives to promote meaningful learning and help
students construct their own understanding of the world. This type of learning will help students
develop critical thinking and learning takes place in environments where students are able to participate
actively.

https://workbasedlearninglondon.com/theories-of-learning#:~:text=Constructivist%20Theory%20%2D
%20Jerome%20Bruner,meaning%20from%20their%20previous%20experiences. JEROME BRUNER

https://www.eajournals.org/wp-content/uploads/Social-Constructivism.pdf LEV VYGOTSKY

https://pressbooks.pub/anne1/chapter/social-constructivism/#:~:text=Social%20Constructivism%20is
%20a%20cognitive,psychologist%20Lev%20Vgotsky%20in%201968. LEV

https://workbasedlearninglondon.com/theories-of-learning#:~:text=Constructivist%20Theory%20%2D
%20Jerome%20Bruner,meaning%20from%20their%20previous%20experiences.

“Social Construction of Technology .” (n.d.) Encyclopedia of Science, Technology, and Ethics. . Retrieved
April 25, 2022 from Encyclopedia.com: https://www.encyclopedia.com/science/encyclopedias-
almanacs-transcripts-and-maps/social-construction-technology LEV
Jerome Bruner’s Theory Of Learning And Cognitive Development
https://www.simplypsychology.org/bruner.html#:~:text=Jerome%20Bruner%20believed%20that
%20children,levels%20of%20complexity%20and%20abstraction BRUNER

SOCIAL CONSTRUCTIVISM: IMPLICATIONS ON TEACHING AND

LEARNING https://www.eajournals.org/wp-content/uploads/Social-Constructivism.pdf LEV

What Is Constructivism? https://www.wgu.edu/blog/what-

constructivism2005.html#:~:text=Constructivist%20classrooms%20focus%20on%20student,students
%20work%20primarily%20in%20groups. BRU https://www.wgu.edu/blog/what-
constructivism2005.html

https://files.eric.ed.gov/fulltext/ED567102.pdf STUDENT-CENTRED LEARNING: A DREAM OR REALITY

OR https://www.google.com/url?sa=i&url=https%3A%2F%2Ffiles.eric.ed.gov%2Ffulltext
%2FED567102.pdf&psig=AOvVaw3G7VE71CklfqQ8TyXcXD_m&ust=1709285938582000&source=images
&cd=vfe&opi=89978449&ved=0CAgQrpoMahcKEwjArIeS-NGEAxUAAAAAHQAAAAAQBA

Goodman, K. S. (1998). In defense of good teaching: What teachers need to know about the

reading wars. Urbana, IL: National Council of Teachers of English.

https://files.eric.ed.gov/fulltext/ED567102.pdf

Chan, K. W. & Elliott, R. G. (2004). Relational analysis of personal epistemology and

conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.

https://files.eric.ed.gov/fulltext/ED567102.pdf

Cheng, M. M. H., Chan, K. W., Tang, S. Y. F. & Cheng, A. Y. N. (2009). Pre-service teacher

education student’ epistemological beliefs and their conceptions of teaching. Teaching

and Teacher Education, 25, 319-322.

https://files.eric.ed.gov/fulltext/ED567102.pdf
Experiential Learning Theory: Previous Research and New Directions
https://learningfromexperience.com/downloads/research-library/experiential-learning-theory.pdf

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1).
Englewood Cliffs, NJ: Prentice-Hall

Kolb, D. A. (1976). The Learning Style Inventory: Technical Manual. Boston, MA: McBer.

https://marcr.net/marcr-for-career-professionals/career-theory/career-theories-and-theorists/
experiential-learning-cycle-david-kolb/

Main, P (2023, January 26). Experiential Learning. Retrieved from https://www.structural-

learning.com/post/experiential-learning
Kolb's experiential learning cycle concept divides the learning process into a cycle of four basic
theoretical components: concrete experience, reflective observation, abstract conceptualization, and
active experimentation.

Concrete learning - occurs when a learner has a new experience or interprets a previous experience in a
new way.

Reflective observation – the learner reflects on the new experience to understand what it means.

Abstract conceptualization – the learner adapts their thinking or constructs new ideas based on
experience and reflection.

Active experimentation – the learner applies their new ideas to real-world situations to test whether
they work and see if any changes need to be made.

CHAPTER III

Methodology
The goal of this chapter was to present the research design, research locale, participants of the study,
research instrument, data gathering procedure, and the data analysis procedure.

Research Design

The researchers were used descriptive method of research. Descriptive research is used to obtain
information concerning the current status of the phenomena to describe "what exists" with respect to
variables or conditions in a situation. It can be either quantitative or qualitative. It can involve collections
of quantitative information that can be tabulated along a continuum in numerical form, such as scores
on a test or the number of times a person chooses to use a-certain feature of a multimedia program, or
it can describe categories of information such as gender or patterns of interaction when using
technology in a group situation. Descriptive research involves gathering data that describe events and
then organizes, tabulates, depicts, and describes the data collection (Glass and Hopkins, 1984).