Constructivism in the Pedagogical Practices of the University Faculty

The present research is aimed at assessing the extent to which university teachers employ student-centered learning, independent learners, higher order thinking, usability in real world and a conducive learning environment. Demographic differences like gender, age, experience and position differences in teachers’ usage of constructivist practices are explored. Six dimensions of the constructivist practices questionnaire are sorted through the use of exploratory factor analysis. It is identified that many teachers use the constructivist pedagogical practices at a moderate level. No significant difference is found in the use of constructivist practices of gender and experience strata, while significant difference is present in the constructivist practices of teachers in age and position strata.