IMCC Journal of Science

Abstract: 

This qualitative study explored the implementation of the constructivist teaching approach in enhancing reading literacy skills among elementary learners at Mat-I Elementary School. The study focused on the experiences of six teachers, one from each grade level, and aimed to examine the application of constructivist teaching methods in reading instruction and their impact on learners’ reading abilities. Data was gathered through in-depth interviews with the participating teachers, which provided insights into their instructional practices, teaching strategies, and perceived outcomes. Thematic analysis of the data revealed several key findings, including the use of hands-on activities, group work, technology integration, inquiry-based learning, and the personalization of learning to cater to individual needs. These strategies fostered high levels of learner engagement, participation, and interaction. Additionally, the study found that these approaches significantly improved learners’ reading literacy, particularly in areas such as reasoning, willingness to express ideas, and independent comprehension of texts. The findings highlight the effectiveness of constructivist strategies in creating an interactive and learner-centered environment that enhances reading skills among elementary learners.

Keywords: constructivist approach, elementary learners, reading literacy, teaching strategies