Impact of the Constructivist Approach on Academic Achievement in Science Among Secondary School Students

Abstract

The study explores the influence of the constructivist teaching approach on the academic performance of secondary school students in science subject within Arunachal Pradesh. Adopting a quasi-experimental design, the research involved 30 Class IX students, designated as the experimental group. This group was taught using the constructivist method based on the 5E Model that is Engage, Explore, Explain, Elaborate, and Evaluate. After the intervention, an achievement test, developed by the researcher, was administered. Statistical analysis indicated no significant differences in academic achievement between boys and girls in the experimental group. The findings suggest that the constructivist approach supports equitable learning outcomes, promoting critical thinking and a deeper understanding of concepts for all students, regardless of gender. The study underscores the importance of integrating constructivist strategies into teaching practices, teacher training programs, and curriculum development to foster interactive, equitable, and effective educational experiences. It also highlights the potential of this approach to improve science education and recommends expanding research to include various subjects and regions for broader applicability.