Constructivist-teaching and learning practice implementation among middle-level school social studies teachers in West Gojjam, Northwest Ethiopia

Abstract

This study examined social studies teachers’ implementation of Constructivist Teaching and Learning Approaches (CTLA) in middle school classrooms in West Gojjam, Northwest Ethiopia. A descriptive survey design was employed, and data were collected from 178 teachers selected through multistage sampling. The data were analyzed using descriptive and inferential statistical methods. The findings revealed that CTLA implementation was below the expected level (M = 2.90), indicating limited application of CTLA in instruction. Independent samples t-tests showed no statistically significant differences in CTLA practices based on gender, t(176) = 0.712, p > 0.05, d = 0.11 and school location, t(176) = 0.436, p > 0.05, d = 0.05, suggesting these factors did not significantly influence implementation. However, rural teachers showed slightly higher scores in the personal relevance dimension (M = 3.03, SD = 0.56) than urban teachers (M = 2.85, SD = 0.67), t(176) = 1.886, p < 0.05, d = 0.29. Furthermore, a one-way ANOVA revealed a statistically significant difference in the critical voice component across teaching experience levels, F(4, 173) = 3.24, p = 0.010, η2 = 0.069, indicating a moderate effect of experience. The study concludes that CTLA implementation is inadequate and recommends strengthening professional development and targeted training to improve teachers’ use of constructivist approaches.