The Effectiveness of the Constructivist Learning Model in the Academic Achievement of Regular Students and Students with Learning Difficulties in Mathematics in Inclusive Basic Schools in Amman

The current study aimed to evaluate the effectiveness of the Constructivist Learning Model in the achievement of fourth-grade students with and without learning disabilities in mathematics in inclusive Jordanian basic schools in Amman. To answer the research questions, the researchers employed a quasi-experimental design, utilizing pre- and post-achievement tests along with the teacher's guide to collect data. Data analysis was conducted using the t-test, one-way ANOVA, and Scheffé post-hoc test. The results indicated that the constructivist theory is effective in teaching both students with and without learning disabilities in the fourth grade in inclusive Jordanian basic schools. Additionally, there were no statistically significant differences in achievement between the two groups. The study concludes with recommended applications and suggestions for future research.