The Effect of Teaching According to Two Constructivist Learning Models on Achievement of 9th Grade Students in Mathematics

Abstract

This study investigated the effect of teaching according to
two constructivist learning models on achievement of 9th grade
students in mathematics, compared with the traditional method. Two
models of learning cycle were used; The Constructivist Strategies for
Teaching (CST- M), and the one which was developed by Bybee which
is known as the (5E's-M). The sample was composed of (105) ninth
grade students, in three equivalent sections randomly assignment as
two experimental were taught by constructivist models, the third used
the traditional method as control group, all were taught for (32) days.
A test based on the four mathematical dimensions: concepts,
generalizations, algorithms, and problem solving was constructed. It
was applied on the three groups before and after the treatment. The
results of the study revealed that there were significant statistical
differences at (α =0.01) in the achievement of 9th grade students in
mathematics and in concepts, generalizations, and problem solving in
favor of the two experimental groups attributed to the methods of
teaching due to the constructivist perspective. They showed that there
was no significant statistical difference at (α= 0.01) in the
achievement of 9th grade students in algorithms dimension. The results
also revealed that there was no significant statistical difference at (α
=0.005) between the averages of the two experimental groups
attributed to the methods of teaching