Effectiveness of Constructivist Teaching Method on Students’ Mathematic Academic Achievement

Abstract

The present study was aimed at investigating the effect of constructivist teaching on students’ academic achievement in mathematics. The study was an applied research with a quasi-experimental design and a control group. The statistical population consisted of 364 third grade girl students from high schools of Miandoab, Iran. To select the study sample, cluster random sampling was employed. In so doing, from among 6 schools with a total of 14 classes, one school was selected by a multistage method. Then, two classes of the selected school were randomly chosen; one as the experimental group and the other one as the control group. Instruments included a researcher-made questionnaire that was designed based on principles of academic achievement of Bloom’s cognitive domain. The results indicated that constructivist teaching affects knowledge, understanding, application, analysis, combination, and evaluation. Based on the results of the study, it can be concluded that constructivist teaching can help with students’ academic achievement.

DOI: 10.5901/mjss.2015.v6n6s2p572