Blended Learning: The Impact of Constructivist Learning Approach in the Learning Process of Nursing Students
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 17, Issue 1
Abstract
The present study aimed to understand the impact of the constructivist learning approach on the learning process of nursing students in time of blended learning modality in one of the private schools in Midsayap, Cotabato. Various approaches for instructional activities were used internationally during the second wave of COVID-19 that weighed the advantages and disadvantages of resuming the practice activities. Constructivist learning is one of the approaches that help learners to comprehend their lesson more as they face with this phenomenon. This paper used a descriptive research design to assess the impact of a constructivist learning approach on the learning process of nursing students. To select the respondents, a total population sampling was utilized in the paper. The data was collected with the help of the researcher-made questionnaire which sought to answer the questions regarding the demographic profile of the respondents, including age and sex, as well as the impact of the constructivist learning approach on nursing students in terms of its principles. The result of the study supports that constructivist learning approach is helpful in the learning process of the learners during the blended learning modality. It also shows that active and meaningful learning, assessment of knowledge and immediate feedback, learning construct knowledge and learning environment, learning by doing, and learning through social interaction are effective principles and these have a high impact on the learning process. In general, the study's findings indicated that employing this approach may help the nursing students in acquiring knowledge more thoroughly and efficiently.
Authors and Affiliations
Romeo Jr Bordios, Emeldito Fugata Jr. , Abegail Gajeto, Kyla Valdez, Angelo Raphael Singco, Maricar Camacho
Keywords
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- EP ID EP755151
- DOI doi: 10.5281/zenodo.10644904
- Views 46
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