Abstract

The main purpose of this study was to invigorate teachers’ perception and implementation of constructivist learning approaches in Ethiopian Institute of Textile and Fashion design (EiTEX, hereinafter), Bahir Dar University. The study focused on mostly noted constructivist learning and teaching methods particularly question-answer, individual-work and group-work methods. Also, the study invigorated teachers’ view on constructivist learning. To this study purpose descriptive survey design was employed. The study involved 82 randomly selected teachers who had been teaching second year and above in the three programs (Textile engineering, Garment Engineering and Leaser Technology programs) offered by Ethiopian Textile and Fashion Technology Institute of Bahir Dar university in 2019 academic year first semester. Questionnaire was used as data collection method. The questionnaire consisted of 18 items of which 10 measured teachers’ implementation of constructivism and eight measured teachers’ perception of constructivist learning and its methods. Data analysis was performed using SPSS 20. Results showed that around half of the teachers have positively perceived and implemented the mentioned methods in line with constructivism, while remaining teachers still implemented these methods as a traditional way of teaching. Moreover, teachers seemed more constructivists in perception and applying individual work method as compared to group-work activities. Teachers who participated in pedagogical workshops had positive perception and good implementation of constructivist learning compared to teachers who did not involve in pedagogical workshops. In conclusion, the present study findings would provide invaluable insights on teachers’ views and application of constructivist learning and teaching approaches in Ethiopian higher education institutions.

摘要

这项研究的主要目的是在巴希尔达尔大学的埃塞俄比亚纺织和服装设计学院（以下简称EiTEX，以下简称EiTEX）中激发教师对建构主义学习方法的理解和实施。该研究的重点是最受关注的建构主义学习方法和教学方法，尤其是问题解答，个人工作和小组工作的方法。此外，该研究还激发了教师对建构主义学习的看法。为了该研究目的，采用了描述性调查设计。该研究涉及82位随机选择的教师，他们在2019学年第一学期由巴希尔达尔大学埃塞俄比亚纺织和时装技术学院提供的三个课程（纺织工程，服装工程和Leaser技术课程）的二年级及以上教学。问卷被用作数据收集方法。该问卷包括18个项目，其中10个衡量了教师对建构主义的执行情况，而8个衡量了教师对建构主义学习及其方法的看法。使用SPSS 20进行了数据分析。结果显示，大约一半的教师已经按照建构主义的态度积极地认识并实施了所提到的方法，而其余的教师仍将这些方法作为传统的教学方法来实施。此外，与小组活动相比，教师在感知和运用个体工作方法方面似乎更具建构主义者。与不参加教学讲习班的老师相比，参加教学讲习班的老师对建构主义学习有积极的认识和良好的实施。综上所述，