Authors:

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