RADICAL AND SOCIAL CONSTRUCTIVISM AND THE PERFORMANCE OF STUDENTS IN MATHEMATICS

This study compared the effectiveness of three teaching approaches on achievement as well as retention of learning of students. It focused on comparing new teaching approaches that were designed based on constructivist learning philosophies (social and radical constructivism) to current tradition of teaching. Social constructivism used the interactive small-group learning while Radical constructivism used the individualized self-engagement approach. Both were supported with instructional materials and instructional protocol consistent with constructivist philosophies. The study followed the Equivalent-Groups-Pretest-Posttest Experimental Design. The experiment wa