Abstract

This study investigates the impact of a social constructivist learning model on academic achievement in physics among secondary school pupils in Zambia. Utilizing a quasi experimental design, the research involved 376 pupils from five secondary schools in Lusaka. Data were collected through standardized physics tests administered before and after a four-month intervention period during which the constructivist learning model was implemented. The results revealed a significant improvement in academic performance, with mean post-treatment test scores (M=24.72, SD=5.94) significantly higher than pre-treatment scores (M=17.80, SD=4.27). The paired samples t-test indicated a substantial effect size (Cohen’s d= -0.99), confirming the effectiveness of the constructivist approach. Additionally, the study found no significant differences in test scores between genders, suggesting the model’s inclusivity. The findings underscore the potential of social constructivist learning models to enhance academic achievement in physics, particularly in developing countries like Zambia. These results highlight the need for innovative teaching approaches that promote active engagement, critical thinking, and problem-solving skills among learners.

Keywords: Social constructivist learning, Academic achievement, Physics education, Zambian secondary schools, Collaborative learning, Critical thinking, Problem-Solving skills, Educational innovation, Learner engagement, Teaching methods