The Effect of Constructivist Teaching Model on SSS Physics Students’ Achievement and Interest

Abstract

The effect of constructivist teaching model on senior secondary school physics students' achievement and interest was examined. Quasi-experimental design was employed. Using a stratified sampling technique, a sample of 160 SSS physics student were drawn, and categorized into experimental and control groups. The experimental group (80) was taught using constructivist approach while the control; group was taught the same physics concepts (waves and sound) using conventional (chalk board) approach. A validated physics achievement tests on the lessons covered were administered to both groups of students before and after the experiment. Also a researcher developed and validated interest inventory was administered to the two groups. Mean, standard deviation and z statistics were tools for the data analysis. Findings revealed that constructivist approach had a significant effect on both the achievement and interest of SSS physics students. Based on the findings, some recommendations were made.