Abstract

The Effect of Teaching According to Two Constructivist Learning Models on

Achievement of 9th Grade Students in Mathematics

By:Essam Sulieman Essa Al-Shatnawi

Supervisor:Dr. Hani Ibrahim Sharif Al-Obaidi

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) consisted of four
stages, and the one which was developed by Bybee which is known as the 5E's-Model
consisted of five stages. Three equivalent sections were chosen randomly from four
sections at Huwara Secondary School for Boys first Educational Zone in Irbid. The
sample was composed of (105) ninth grade students. Two experimental groups were
taught by the searcher himself who used (CST-M) with the first group, and (5E's-M)
with the second. The third section, the control group, was taught by the regular
classroom teacher who used the traditional method.
A test based on the four mathematical dimensions: concepts, generalizations,
skills, and problem solving was constructed. It included 26 multiple choice items
and 4 essay questions. The test was applied on the three groups before and after
the treatment. Students were taught at the beginning of the first semester of the
academic year 2004-2005 for (32) days. Descriptive and inferential statistics were
computed using multivariate analysis of variance (MANOVA) and Dunnett C, Scheffe
pairwise comparisons tests. SPSS software was used to answer the two hypothesis
related to the effect of the method of teaching on the achievement of 9th grade
students in mathematics, and on the four achievement dimensions: concepts,
generalizations, algorithms, and problem solving.

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
in favor of the two experimental groups attributed to the methods of teaching due
to the constructivist perspective. They showed that there were significant
statistical differences at (α =0.01) of 9th grade students in achievement
dimensions: concepts, generalizations, and problem solving in favor of the two
experimental groups attributed to the methods of teaching due to the
constructivist perspective. It revealed 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. The researcher recommends that teachers
should use constructivist strategies of learning cycle in teaching mathematics. He
also recommends that the Ministry of Education train mathematics teachers
according to such strategies.

Key Words: Mathematics - Teaching – Learning - Learning Cycle - Constructivist

Learning Models.