Abstract:

This paper examines the impact of constructivist –Based instructional strategy on students’ achievement in Mathematics. The study employed a quas:- experimental design carried out in Delta State, Nigeria. The researcher generated one research question and one hypothesis which were answered/tested with mean, standard deviation and t-test respectively. A sample of 215 was composed with 104 assigned to experimental and 111 control group. The instrument for the study was Mathematics Achievement Test (MAT). The reliability coefficient of 0.81 was established using Crombach’s Alpha method. The result of the experiment indicates that those in experimental group performed significantly better. It was recommended that Mathematics teachers should be retrained in modern instructional strategies such as constructivist Based Instructional Approach.          

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