Teachers `Attitudes towards Constructivist Approach to Improving learning outcomes: The Case of Kosovo

Abstract

The constructivist approach aims at change, departing from the traditional teaching and improvement of learning outcomes in primary schools of Kosovo. Teachers' attitudes towards the constructivist approach play a crucial role in actively constructing knowledge through experience and reflection and are critical for improving learning outcomes. This study aimed to examine the teachers’ attitudes to using the constructivist approach to improving learning outcomes. This research used a mixed research methodology. The research sample consisted of 40 teachers and 113 students in primary schools in Kosovo. The data were collected through a survey using questionnaires (for teachers and students) and semistructured interviews. The study illustrated that most teachers’ attitudes towards using the constructivist approach and its impact on learning outcomes are significant (p <.05). Based on the findings, one can conclude that constructing knowledge on existing experiences, involving students in discussions, reflection, authentic learning, and engaging students in research assignments result in better learning outcomes. The constructivist approach enabled the transition from traditional to student-centred teaching, and the teachers’ attitudes towards implementing this type of teaching are positive. Teachers' attitudes towards the constructivist approach were significant (p<0.05) and determined how learning outcomes would be achieved