Abstract:
This pretest–posttest equivalent groups experimental study compared a procedure that is the ICT integrated constructivist approach for helping a section of eighth class students to be better able to improve the achievement in non-standardized summative assessment conducted by school than a control group of eighth class students. We predicted ICT mediated learning would improve the achievement and facilitate both the gender equally. The mean posttest score of the experimental group was significantly higher than the mean posttest score of the control group; the mean post test score of experimental group was significantly higher than the mean pretest score of experimental group and the means of pretest scores of experimental and control groups were comparable; moreover there was no significant difference between the pretest and posttest scores of control group. These four observations indicated that the ICT mediated Constructivist approach had significant effect on improving the achievement score, which is consistent with the recent research on the effects of constructivist approach. There was no significant difference on the mean test scores of girls and boys in any of the pretest and posttest which indicated gender had no effect on achievement in mathematics at class VIII level and ICT mediated constructivist approach facilitated both the gender equally for improvement in achievement.
