CONSTRUCTIVIST PEDAGOGY AND INCLUSIVE EDUCATION PRACTICES IN MALAYSIAN PRIMARY SCHOOLS
DOI:
https://doi.org/10.35631/IJEPC.1164069Keywords:
Constructivist Learning Environment, Inclusive Education, Malaysia, Primary School, Teacher PracticeAbstract
A place in a mainstream classroom does not, by itself, show that a pupil is included in its learning. This study explored whether constructivist classroom conditions were associated with inclusive teaching in Malaysian primary schools. The dataset comprised 30 matched teacher-classroom cases. Teachers completed the 20-item CLES 2(20), which represents five constructivist dimensions, while the corresponding lessons were considered through the strengthened Teach Primary Classroom Observation Tool. Descriptive statistics, Cronbach's alpha, and Spearman's rank correlation were used. Alpha was .718 across the five aggregated CLES subscale scores and .880 across the nine aggregated Teach Primary element scores. Student negotiation had the largest CLES mean (M = 2.70). Within Teach Primary, perseverance was highest (M = 2.70); supportive learning environment, checks for understanding, and social and collaborative skills each averaged 2.60. Personal relevance was closely associated with classroom culture (r = .949, p < .01). Critical voice was moderately associated with instruction (r = .475, p < .01), and student negotiation was strongly associated with socioemotional skills (r = .757, p < .05). The results do not establish cause. They show, within this sample, that meaningful content, pupil voice, and peer negotiation accompanied stronger inclusive classroom practice. Inclusion should therefore be examined in the conduct of everyday lessons as well as in access and placement.
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