Effects of constructivist teaching strategies and traditional lecture method on students’ learning outcomes in Nigeria’s integrated science education

The effect of constructivist-based teaching strategy and traditional lecture method strategy on achievement in integrated science by junior secondary school students in Nigeria was examined. Data were drawn from students’ (120) scores obtained from the pretest, posttest, and delayed posttest while exposing groups of these students to the constructivist-based teaching strategy and traditionalist-based teaching strategy. Findings revealed that the constructivist instructed students had higher scores on the posttest and the delayed posttest, compared to those of the traditionally instructed students. Although it is difficult to generalize to other geographical areas, it is anticipated that the study would be replicated in the rest of the country for a more meaningful and informative national picture.Keywords: constructivism, constructivist teaching, traditional lecture method integrated science, science achievementAfrican Journal of Educational Studies in Mathematics and Sciences Vol. 9, 201