PROMOTING PHYSICS STUDENTS’ LEARNING ENGAGEMENT USING CONSTRUCTIVIST MODELS: A MODERATING INFLUENCE OF GENDER

Abstract

Student engagement is key for any meaningful learning to occur. However, studies on the
effectiveness of constructivist models on learning engagement are underexplored,
particularly in Physics. Therefore, the study investigates the relative effectiveness of 6Es
and 7Es constructivist approaches on students’ learning engagement in Physics.
Grounded on Piaget's cognitive learning theory, the study employed a quasi-experimental
design. The sample for the study consists of 110 Senior Secondary School 1 (SS1physics
students. The instrument used to guide the study was a Physics Learning Engagement
Questionnaire (PLEQ). The instrument was validated, and its reliability was assessed
using the Cronbach's Alpha Formula, which yielded a coefficient of 0.846. The data
collected were analyzed using mean and standard deviation to address the research
questions and Analysis of Covariance (ANCOVA) to test the hypotheses. Findings
revealed no significant difference in the effect of 7E’s and 6E’s on the learning
engagement of students in Physics, underscoring the effectiveness of both models in
optimizing students’ learning engagement. Also, the two models were found to be gender
friendly in students' learning engagement. The study provides a valuable insight into the
instructional effectiveness of the teaching models on students' learning engagement in
Physics and science subjects, by extension.

Keywords: Learning, Engagement, Constructivism, Physics, gender