ENHANCING STUDENT UNDERSTANDING IN STRUCTURAL COURSES THROUGH CONSTRUCTIVIST LEARNING THEORY: A QUALITATIVE CLASSROOM OBSERVATION STUDY
DOI:
https://doi.org/10.35631/IJMOE.831121Keywords:
Structural Courses, Constructivist Learning Theory, Classroom Observation, Qualitative Study, Student UnderstandingAbstract
Structural courses are fundamental in engineering and construction education, yet many students struggle to comprehend and understand the concepts and applying theoretical knowledge into real-world scenarios. Deep learning and student engagement are frequently hampered by traditional lecture-based teaching methods. This study aims to evaluate how constructivist learning theory constructs are manifested in classroom practice through a qualitative classroom observations study. The classroom observations were conducted over a 14-weeks teaching period involving 13 students in a structural courses. Five (5) constructivist learning theory constructs (i.e., Active Learning, Knowledge Construction, Social Interaction, Contextual Relevance and Learner Autonomy) were examined through problem-based learning, group discussions, and the use of visual and interactive teaching aids. The collected data were analysed using deductive thematic analysis that identifies patterns and shifts in responses from the students. The findings revealed that the constructivist learning theory constructs, particularly social interaction, were associated with student to demonstrated greater opportunities to articulate, discuss and apply structural concepts and suggesting the development of conceptual understanding. The study concludes that innovative, student-centred teaching methods are effective in enhancing understanding in structure subjects. The findings provided practical insights for lecturers seeking to improve teaching practices and learning outcomes in construction education. The incorporation of digital technologies to enhance student learning in structural courses may be the subject of future research.
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