Arab Educational Information Network

The present study deals with the effect of constructive learning model on Achievement of Fourth preparatory scientific pupils. This goal, the following hypotheses have been proposed: there is no statistically significant differences at level (0.05) in the mean of marks attained by the experimental group pupils who were taught through the constructive model and pupils of the control group who were taught by the ordinary traditional method with respect to acquiring Achievement. The sample of the study was confined to Fourth preparatory scientific pupils in secondary and preparatory schools (Day Classes) which are supervised by the General Directorate of Education in ALDiwaniya city (2009-2010). The two groups were equated in the variables of age , intelligence , previous achievement (mid-Year) , and the environmental culture scale. The scientific material was limited to the last four chapters of the book of biology Fourth scientific prepatory classes Behaviouyal goals were then designed for these chapters (76 goals) Results of statistic processes for social sciences (spss -10) and micro soft Excel) showed the following: -The experimental group pupils who were taught by the constructive model did better than those of the control group who were taught by the traditional ordinary method in acquiring Achievement. (Published Abstract)