This study implemented the proposed model of a constructivist teaching- learning process and determined the extent by which the students manifested the institutional learning outcomes which include competency, credibility, commitment and collaboration. It also investigated if there was an improvement in the learning outcomes after the implementation of the constructivist teaching-learning process and determined the students’ acceptance of the constructivist teaching-learning process. Towards the end a plan of action was proposed to enhance the students’ manifestation of the institutional learning outcomes. It made use of the qualitative- quantitative method particularly the descriptive design.
The results of the study revealed that the students manifest competency, credibility, commitment and collaboration as they accept positively the constructivist teaching-learning process in their chemistry laboratory subject. It can be deduced from the findings that the constructivist teaching-learning process improved the learning outcomes of the students. The use of the proposed plan of action is recommended for an effective chemistry laboratory instruction.
ISSN 2350-8442 (Online)
ISSN 2350-7756 (Print)
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