Impact of Constructivism on Learning Outcomes in English at Upper Primary Level in DMS Bhopal

Abstract

The National Curriculum Framework (2005) stresses the importance of the constructivist approach in classroom learning. In a constructive perspective , learning is a process of construction of knowledge. Learners actively construct their own knowledge by connecting new ideas on the basis of materials or activities presented to them through their experiences. The document on Learning Outcomes 2017 which is a pioneer step of NCERT, New Delhi establishes a linkage between pedagogical process and Learning Outcome . As an outcome of this document special training programmes were conducted from June 2017 in all parts of India to orient school teachers and different boards in the States as well as CBSE on Learning Outcomes.In this context, all the DM Schools were selected for implementation of Learning Outcomes and accordingly training programme were conducted for the DM School faculty. The need to conduct research on the implementation of learning outcome in DM Schools was emphasized. There are several approaches which are used to develop language skills. Constructivism is a major paradigm shift in the field of learning. Language learning is facilitated through social interaction. Therefore, constructivism is an approach which promotes language learning. This research study on constructivism and its impact on learning outcomes in English at upper primary level in DM school, Bhopal is an attempt to conduct a meaningful research to showcase that an improvement in language learning, especially English is possible if constructivism strategies are adopted in English class room and learning outcomes can be attained The study is based on learning outcomes in English at Upper Primary Level and is also focused on the Demonstration Multipurpose School, Bhopal. It will serve as a role model to other researchers. Best practices and innovations to promote learning and improving performance in English at Upper Primary School Level can be shared which can mutually benefit school teacher and learners.