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The effect of teaching according to two models of constructivist learning on the achievement of ninth graders in mathematics

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), and the one which was developed by Bybee which is known as the (5E's-M). The sample was composed of (105) ninth grade students, in three equivalent sections randomly assignment as two experimental were taught by constructivist models, the third used the traditional method as control group, all were taught for (32) days. A test based on the four mathematical dimensions: concepts, generalizations, algorithms, and problem solving was constructed. It was applied on the three groups before and after the treatment. The results of the study revealed that there were significant statistical differences at (a =0.01) in the achievement of 9th grade students in mathematics and in concepts, generalizations, and problem solving in favor of the two experimental groups attributed to the methods of teaching due to the constructivist perspective. They showed that there was no significant statistical difference at (a  0.01) in the achievement of 9th grade students in algorithms dimension. The results also revealed that there was no significant statistical difference at (a =0.005) between the averages of the two experimental groups attributed to the methods of teaching.