Extending the three-tier constructivist learning model for alternative delivery: ahead the COVID-19 pandemic in Nigeria

Abstract

Constructivist theory defines a learning process whereby a learner denotes meaning for him/herself as he/she learns. Its challenges inform us that focus and intervention needs to be given to our curricular and instructional material, so that we may have something to offer students in the next century in terms of scientific development, drawing us into technological isolation. Study seeks to ascertain readability of some textbooks used in the teaching of science, technology, engineering and mathematics in tertiary institutions in Delta State. We chose 72 institutions using quota sampling. To uphold the virtues of internationalization, results show we must devise strategies against de-territorializing of knowledge. And thus, redefine educational goals to meet globalization as a means of network and unification. Thus, constructivism yields and apt description of both individual, group and organizational adoption patterns of technology for teaching and learning across disciplines at the various schools and educational levels. It images exemplary practices for teaching, learning and research, highlighting evidences that links technology integration, readability and quality students learning.