Gender and Demographic Influences on Constructivist Learning in Southern India’s Private Universities

Abstract

This study investigates the application of constructivist learning principles among undergraduate students from Arts and Commerce streams in private universities across southern India. Specifically, it examines how gender and rural-urban backgrounds influence classroom experiences and engagement with constructivist pedagogy. A mixed-methods approach was employed, incorporating both quantitative data from structured questionnaires and qualitative insights from semi-structured interviews with a sample of 400 students. Key findings revealed that female students exhibited higher engagement with constructivist practices compared to males, and urban students reported better access to resources, leading to greater participation than their rural counterparts. While Arts and Commerce students displayed similar levels of engagement, Arts students showed marginally lower involvement. Statistical analyses further indicated significant variations in constructivist engagement across demographic categories, with a positive correlation between constructivist engagement and academic performance. This study contributes to understanding how demographic factors shape the effectiveness of constructivist pedagogy in diverse educational settings.