International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 2 (March-April 2026) Submit your research before last 3 days of April to publish your research paper in the issue of March-April.
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Volume 8 Issue 2
March-April 2026

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Constructivist Teaching Approach and Academic Performance of Grade 7 Students

Author(s) Ms. Melanie Cabase Rigucira, Dr. Juan O Cruz
Country Philippines
Abstract This study examined the influence of constructivist teaching approaches on the academic performance of Grade 7 students in Mathematics in selected public secondary school. The research was anchored on the premise that the use of constructivist teaching strategies—such as learner-centered instruction, collaborative learning, authentic and real-life tasks, teacher facilitation, and assessment for learning—can support meaningful learning and enhance students’ understanding of mathematical concepts. A descriptive–correlational research design was employed to determine the level of utilization of constructivist teaching approaches and their relationship with students’ academic performance. Data were collected using a validated questionnaire administered to Grade 7 students, while students’ academic performance was obtained from their Mathematics grades based on written works and performance tasks. Descriptive statistics and correlation analysis were used to analyze the data. The findings revealed that the utilization of constructivist teaching approaches in Mathematics instruction was generally not strongly evident in classroom practices. Likewise, the influence of these instructional approaches on students’ academic performance was found to be limited. These results suggest that although constructivist teaching strategies are recognized as important for promoting active and meaningful learning, their implementation in classroom instruction may still require strengthening. The study highlights the need for professional development programs that support teachers in effectively integrating constructivist strategies into mathematics instruction in order to enhance student engagement, improve conceptual understanding, and promote better academic outcomes.
Keywords Constructivist Teaching Approach, Mathematics Instruction, Academic Performance, Learner-Centered Learning, Collaborative Learning
Field Mathematics
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-25
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.72254
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E-ISSN 2582-2160
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