The Effect of Teaching According to Daniel's Constructivist Model on the Cognitive Achievement in Chemistry subject among Female Students

Abstract

Current Research aims to identify the effect of teaching according to Daniel's constructivist model on the cognitive achievement in chemistry among Tenth-grade Scientific Female students. The experimental design has been used, where (Sarwaran) Secondary School for girls was intentionally selected for the academic year (2024-2025) as the research sample using simple random sampling. (31) Students were designated as the experimental group, and (31) students as the control group, bringing the total sample size to (62) students.

An Achievement test consisting of (60) items was developed, and the facial validity and content validity and difficulty level, alternative effectiveness and item discrimination were checked out according to reliability coefficient by using (Kuder Richardson-20) equation a recording (0.767) for the items subjected to the test, indicating good test consistency.

The results indicate that the use of Daniel's constructivist model contributes to enhancing cognitive achievement among female students and improving the performance of the experimental group compared to the control group with an effect size (Cliff's Delta = 0.470), which indicates a strong effect of Daniel's constructivist model. The researchers recommended adopting the model in teaching chemistry, and conducting additional studies to evaluate its effect in other subjects and academic stages.