An Investigation into the Effect of Constructivist Learning Methods Used in Physical Science on Learners’ Self-Esteem in Zambian Secondary Schools

The use of constructivist learning methods has been put forward in various countries around the world due to their potential effects on the normal development of learners' self-esteem. However, little has been explored on this matter in the Zambian context. To that effect, this study was aimed at establishing the extent to which the use of these methods could affect the learners' self-esteem. The methodology used to achieve that goal included the use of the quasiexperimental research design, involving 376 grade 10 pupils from five Lusaka province schools and 10 of their physical science teachers. The data was collected using Rosenberg's Self-Esteem Scale and a semistructured interview guide. The qualitative data were analysed thematically, while the quantitative data were analysed using statistical tests. Finally, ethical issues such as informed consent with respondents, equal treatment, confidentiality measures, and others were taken care of throughout the research. This study proved the learners' self-esteem level in Zambian schools could be enhanced through the use of constructivist learning methods in teaching science. This hence confirmed the effect of the social learning environment, provided by the constructivist learning approach on the cognitive and affective components of learners' behaviour. Furthermore, the level of self-esteem was found to be independent of the learners' gender and age. Mostly, the high sense of belonging, intrinsic motivation and a strong level of confidence in themselves, created by constructivist methods have a role to play in learners' self-esteem.