Effect of Radical and Social Constructive Learning Approaches on Self-Perceptions in Mathematics in Relation to Attitude towards Mathematics

The present study investigates the effect of radical and social constructive learning approaches on self-perceptions in mathematics of secondary school students in relation to their attitude towards mathematics. The sample consisted of class7th students selected from three different schools of Ropar affiliated to Central Board of Secondary Education, New Delhi. Raven’s standard progressive matrices test was administered for matching the students of three groups. Attitude towards mathematics was administered for the classification of students. The students were classified into three groups with high, average and low scores in attitude towards mathematics. Self-Perceptions in mathematics scale as pre-test were administered to the students of experimental and control group. Instructional materials based on radical and social constructive learning approaches were prepared and utilized to teach the experimental group after pre-testing. The gain self-perceptions in mathematics scores were computed after implementing pre and post test on all the students. A two-way analysis of variance (3×3) was used to arrive at conclusions: (i) The self-perceptions in mathematics scores of groups taught through radical constructive learning approach and social constructive learning approach was found significantly higher than that of traditional teaching approach in mathematics.. (ii) The self-perceptions in mathematics of high, average and low attitude towards mathematics groups were found significantly different from one another.(iii) There was significant interaction effect of instructional approaches and attitude towards mathematics on self-perceptions in mathematics.