Abstract:
This study explored the effects of constructivist instructional approach on senior secondary school students Achievement and interest in mathematics. The study adopted a quasi-experimental design referred to as pre-test post test control group design. It was restricted to Umuahia Education Zone of Abia state. Two secondary schools (mathematics female) were drawn for the study using simple random sampling technique. In each of the two schools used, two intact classes were randomly drawn from the SSl classes with one class being assigned to the experimental group while the other was assigned to the control group through flipping of' a coin. The experimental group was taught mathematics using invitation, Exploration, Proposing explanations and solutions,and taking action (IEPT) constructivist instructional approach while this control group was taught using the traditional or conventional method. Four research questions and six null hypotheses guided the study. Data for the achievement in mathematics were collected using the mathematics Achievement Test (MAT) while data on interest were collected using Quadratic Equation Interest Scale (QEIS). Pre-test scores were collected with the same instrument before the treatment while post-test was administered after the treatment and the scores also collected using MAT and QEIS for achievement and interest respectively. Research questions were answered using mean and standard deviation while hypotheses were tested using the Analysis of Covariance (ANCOVA). The result revealed that the constructivist instructional approach was more effective than the conventional method of teaching in enhancing students performance and fostering their interest in mathematics. The study also revealed that constnrctivist instructional approach has a differential effects on the interest of male and female students. In addition, the study showed that there was no significant interaction effect between gender and instructional approach on students' interest in mathematics. Based on the findings, the researcher recommends that there should be a meaningful school reform that must address the central unit of the entire education system (classroom) and that this reform must seek to alter the ways teaching and learning have traditionally been taught to have interacted in this unit; that seminars, workshops and conferences sliordd be mounted by professional bodies, Federal and state ministries of education on the use of constructivist instructional approach to teaching for mathematics educators, serving teachers, students and all that should benefit from the approach
