Özet:
It is a bitter reality that the curricula and traditional pedagogy prevailing in public
schools of Pakistan in general and Sindh in particular do not incorporate the
algebraic concepts properly. Both the content and the presentation therein cannot
be considered up to the mark, thereby making “Algebra” a tough and dry subject.
This quasi-experimental study focused to find out the effect of teaching algebra
through social constructivism on the students learning outcomes of 7th graders in
public schools of District Jamshoro Sindh. For this purpose two existing in-tact
sections of grade 7 (7th A, and 7th B) of a government high school of district
Jamshoro were selected as quasi control and treatment groups. The pre and
posttest analyses were carried out. The first pattern t-test analysis revealed that
both groups were parallel, however, the latter posttest analysis revealed that
treatment group that was taught through social constructivist approach excelled in
achieving statistically significant learning outcomes than that of control group that
was taught through traditional one-way teaching.
