The Effectiveness of the Constructivist Approach on Students' Achievement in Mathematics: A Meta-Analysis

Mathematics learning often challenges students, as sustaining engagement, motivation, and understanding of abstract concepts can be difficult. Constructivist approaches have emerged as powerful approaches to enhance meaningful learning, promote active participation, and improve problem-solving skills in mathematics. This study examined the overall effects of constructivist approaches on mathematics learning across educational levels, identified the most effective strategies, and assessed the reliability of findings. From an initial screening of 3,000 studies, 20 were selected following the PRISMA process and evaluated using the CASP checklist. Descriptive and inferential statistics analyzed the prevalence and effectiveness of constructivist approaches, while subgroup analyses compared outcomes across different educational settings. Heterogeneity, stability, and publication bias were examined using standard procedures, with all results generated in JASP for transparency and reproducibility. The findings indicated a moderate-to-large overall effects of constructivist approaches on mathematics learning (M = 0.400, 95% CI [0.372–0.427]), with consistently positive outcomes across studies. Inquiry-Based Instruction (35%) was identified as the most effective approach, followed by Collaborative Learning (25%), Problem-Based Learning (25%), and Scaffolding (15%). No publication bias confirmed the reliability of these results. Thus, constructivist approaches are effective instructional approaches that enhance students’ overall mathematics achievement. Educators are encouraged to integrate these approaches to foster active, inquiry-driven, and collaborative learning environments in mathematics classrooms.