The effect of teaching using a constructivist learning model on the achievement of geography among tenth grade students

Abstract

The study aimed to investigate the effect of teaching using a constructivist learning model on the achievement of tenth-grade students in the subject of geography. Two research questions emerged: (1) Are there statistically significant differences at the significance level (α = 0.05) in geography achievement among tenth-grade students attributed to the teaching method (constructivist learning model vs. traditional method)? (2) Are there statistically significant differences at the significance level (α = 0.05) in geography achievement attributed to gender (male/female)? The study was conducted on a sample of 96 students, divided equally into two groups: an experimental group (48 students: 24 males and 24 females) taught using the constructivist learning model, and a control group (48 students: 25 males and 23 females) taught using the traditional method. The researchers used the quasi-experimental method. The research tool was a post-achievement test consisting of 30 multiple-choice questions, with verified validity, reliability, and psychometric properties. Statistical analysis using SPSS showed statistically significant differences in favor of the experimental group, indicating the effectiveness of the constructivist learning model. However, no statistically significant differences were found related to gender. Based on these results, a set of conclusions, recommendations, and suggestions were presented