Challenges in constructivist teaching: Insights from social studies teachers in middle-level schools, West Gojjam Zone, Ethiopia

Abstract

This study examines challenges faced by middle-level social studies teachers in West Gojjam, Ethiopia, while implementing the Constructivist Teaching and Learning Approach (CTLAT). 178 social studies teachers were randomly selected and eight were chosen using maximum variation sampling based on characteristics such as teaching experience, female representation, school location, and willingness to observe the classroom. Findings indicate a lack of commitment, resource scarcity, teacher and student pedagogical preferences, and inadequate training. Additional obstacles, including teachers’ deficiencies in constructivist skills, student preference for note-taking, and a lack of accountability, affected the practice of CTLA. The study emphasizes that institutional, teacher, student, parent, and curriculum-related challenges significantly affect the implementation of CTLA in social studies classrooms. To overcome these challenges, teachers are encouraged to adopt constructivist techniques and stay informed through reading, professional development, and sharing experiences. The study concludes with a request for educational institutions and stakeholders to prioritize and emphasize CTLA adoption.