PUPIL: International Journal of Teaching, Education, and Learning

ISSN 2457-0648

Maisa Seh, 2022

Volume 6 Issue 1, pp. 342-358
Received: 25th January 2022
Revised: 14 March 2022, 27th April 2022, 03rd May 2022
Accepted: 06th May 2022
Date of Publication: 18th May 2022
DOI-https://doi.org/10.20319/pijtel.2022.61.342358
This paper can be cited as: Seh, M. (2022). The Impact of the Constructivist Teaching Model in
Enhancing Reading Skills. PUPIL: International Journal of Teaching, Education and Learning, 6(1),
342-358.
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International
License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a
letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

THE IMPACT OF THE CONSTRUCTIVIST TEACHING

MODEL IN ENHANCING READING SKILLS

Dr. Maisa Seh

PHD holder, Instructor at Hoseen Easeen School, Israel
[email protected]
______________________________________________________________________________
Abstract
The aim of the study was to examine the impact of the constructivist teaching Model on the
reading skills of third-grade children in the Galileel region. The study use quasi-experimental
approach. The study sample consisted of all third-grade students from Hussein Yassin Primary
School in the Galilee region, with a total of (39) female and male, who were divided into two
groups: the control group (20) students and the experimental group (39) student. The study's
findings revealed statistically significant differences in the performance of the study group. As a
result of the constructivist learning strategy's effectiveness in improving reading comprehension,
the results favored the constructivist learning model (experimental group). The researcher
suggests that Arabic language curricula include applied models and lessons based on
constructivist theory strategies, particularly constructivist teaching; it also indicates that Arabic
language teachers benefit from it in their teaching and that field studies be conducted to reveal

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the preferred constructivist learning environments, particularly for students at all academic
levels.
Keywords
Constructive Learning, Reading Comprehension, Third Grade, Galilee Region.
______________________________________________________________________________
1. Introduction
People in the world today are witnessing tremendous development in various fields of
life, which is reflected in the various teaching methods and means offered by the school that help
students meet their needs and aspirations, as the demand for teaching methods and strategies that
can keep up with current challenges and developments is growing, actively contributing to
development in its various forms.
According to Zeitoun (2003), educational research has experienced a fundamental shift in
its vision of the teaching and learning process over the last two decades, with the focus shifting
from external factors that influence the learner's learning, such as the teacher, the learning
environment, the curriculum, and learning outcomes, to internal factors that influence the
learner's understanding. The learner, in particular, what is going on in his mind, such as his prior
knowledge, mental capacity, information processing method, thinking patterns, learning style,
and cognitive style. The transition from "surface learning" to "meaningful learning," or true
learning direction, has been made.
Reading is a positive active process that demands the reader to have several levels of
comprehension, beginning with visual processing and progressing to various levels of thinking.
Depending on the linguistic level of the reader, the printed words can take on new meanings.
Reading comprehension is the top cornerstone of reading skills (Taimah, 2000).
Reading, according to Abdul Bari (2010), is primarily a psychological process because it
is related to the reader's general ability, his preparations for reading, his motivation for reading
material, his purpose for reading a specific material, and his tendency to read in some areas that
concern him.
Reading comprehension is considered the most important cornerstone for a student's
skills because it is one of the prerequisites on which his learning is based, and it has a significant
impact on the student's academic life, particularly in the early academic stages, when the student
is in the early stages. As well as acquiring knowledge and skills (Al-Jaafrah, 2011).

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The teaching process becomes more effective when teachers are acutely aware of the
strategies that will improve student learning. These strategies should allow students to explain or
clarify their thoughts. As the emphasis is on knowledge development, education development
necessitates teaching practices that encourage student participation in their learning (Kaur,
2016).
In comparison to other educational theories, constructivism established a knowledge shift
in the humanities, how to deal with knowledge and organize its delivery methods, to set essential
rules for both the teacher and the learner, the content and the educational environment, and to
result in models based on the structural foundation of knowledge. To become a means of gaining
access to knowledge used by those working in the educational field (Al-Nasrallah, 2016).
Constructivism is a broad term that is used from various perspectives. The educational concept
of constructivism is that learners form their knowledge of the topics they are studying in light of
their prior experiences rather than having them prepared for them by the teacher (Kauchak &
Eggen, 2004).
The constructivist approach to teaching is the most recent approach to teaching, and it
focuses on what happens inside the minds of learners when they are exposed to educational
situations, such as their prior knowledge and superficial understanding of concepts, their ability
to remember, their ability to process information, their motivation to learn, and learning pattern.
Constructivism is based on the concept that everything students develop becomes meaningful,
allowing them to build their learning perspective through systems and individual experiences.
Constructivism focuses on teaching students how to solve problems in ambiguous situations
(Mohammed, 2004).
According to Bybee (2000), constructivism is based on several assumptions, including
that learning is an active, continuous, and purpose-oriented constructivism process that provides
the learner with the best learning conditions when confronted with a real problem or task, that
the learning process includes reconstructing learners' knowledge through a process of social
negotiation with Others, and that the learner's prior knowledge is a prerequisite for building
meaningful.
According to Ryan (2011), constructivist teaching practices emphasize the need for the
teacher to accept the learner as an individual, researcher, and explorer, to support and motivate

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his investigative skills, to provide authentic, realistic experiences that challenge his previous
perceptions, to provide learning activities that enhance the integration of his cognitive systems,
and to use learners' responses to guide lessons. To provide activities that stimulate learners'
mental curiosity, encourage group dialogues and cooperative integration in educational activities,
emphasize past experiences in the construction of new knowledge, pay attention to performance
and understanding in the assessment process, and diversify their methods based on real-world
learning contexts.

2. Problem of the Study

Reading is one of the most important ways of gaining knowledge because it allows a
person to have direct contact with human knowledge in the present and past, as well as a means
of human contact with other people's minds and ideas, in addition to having a significant impact
on the formation of the human personality in various dimensions (Kamps et al., 2008). Because
reading comprehension is a significant talent, instead it is the essential skill that reading
education aims to improve because reading and comprehension is the prime purpose of reading
that the instructor strives for and that the educational process strives for. Read without
comprehension; it can be argued, also isn't reading in the correct sense. (Jaballah, Makkawi, and
Abdelbari, 2011).
Based on previous studies on reading comprehension levels and the researcher's work in
the educational field, the researcher noticed that students' reading comprehension skills are weak
for a variety of reasons. According to the researcher, one of the most essential and relevant issues
in this field is the weaknesses in the methods used to teach reading. According to the study, the
constructivist learning model was not included in the official curriculum to enhance reading
comprehension. As a result, the researcher came up with the idea of conducting this study to see
how effective the constructivist learning model improves third-grade students' reading
comprehension. This is done by answering the following question:
Are there statistically significant differences at the level of statistical significance (α =
0.05) between the averages of the performance of a sample of third grade students on the reading
comprehension skills test due to the variable of the teaching strategy (the conventional method,
the constructivist learning model)?

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3. Importance of the Study

The significance of the current study is represented by two factors:
3.1. First, Theoretical Importance: It is hoped that this study will contribute to enriching
knowledge by providing an appropriate theoretical framework and that it will contribute to
improving and developing teaching methods, which will positively reflect on the educational
process as a whole, thus constituting a scientific addition. New educational material on the topic
of study and reflections on the subject are being added to the Arab library.
3.2. Second, Practical Significance: It is hoped that the findings of this study will help curricula
and educational materials developers in developing reading instruction, particularly aspects
related to reading comprehension, using the constructivist learning model, as well as assisting
Arabic language teachers in improving their teaching performance in teaching reading,
particularly those related to reading comprehension using the constructivist learning model.

4. Purpose of the Study

The purposes of this study are as follows:
To determine the efficacy of using the constructivist learning model in improving the
reading comprehension of third-grade students at Hussein Yassin Primary School in the Galilee
region, to improve the effectiveness of teaching methods and strategies.
Identifying and resolving the differences between the conventional method and the
constructivist learning model on the reading comprehension skills test.

5. Limitations of the study

The study was restricted to the following limitations:
- Objective limits: The effectiveness of the constructivist learning model in improving reading
comprehension
- Human limits: third-grade students.
- Spatial boundaries: Hussein Yassin Primary School in the Galilee region.
- Time limits: the first semester of the 2020-2021 academic year

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6. Operational Definition
The constructivist learning model: the researcher defines it procedurally as a
constructivist model used to improve reading comprehension and motivation towards reading
among third-grade students at Hussein Yassin Primary School in the Galilee region, and it
emphasizes the interaction between students and the teacher; where students use their
information and knowledge to build new knowledge; and it is applied according to four stages:
the stage of advocacy; the stage of exploration; the stage of proposing solutions and
explanations; and the stage of taking action.
Reading comprehension: is defined procedurally by the researcher as a set of skills
addressed in Arabic language lessons at Hussein Yassin Primary School in the Galilee region. It
is represented by identifying vocabulary, extracting ideas, and appreciating values, and it is
graded the stages of understanding the text, deduction comprehension, and analytical
comprehension; also, it is measured by the degree achieved by the study sample in the reading
comprehension test that was designed for this purpose.

7. Literature Review
Al-(2014) Zoubi's study aimed to examine the impact of a constructivist learning
program on enhancing reading comprehension to read among fifth graders with learning
disabilities. The study sample consisted of 30 students who were intentionally chosen from
students in Kuwaiti schools who struggled to learn to read, and they were divided into two equal
groups: one was an experimental group that studied reading topics using constructivist learning,
and the other was a control group that studied using the conventional method. The researchers
used the quasi-experimental approach and the pre and post-tests to measure attitudes towards
reading as tools for the study. The results showed that there was a statistically significant
difference in the results of the post-test reading comprehension in favor of the experimental
group.
Bani Issa (2016) conducted a study to investigate the efficiency of two constructivist-
based teaching strategies in increasing students' motivation to learn science. The study sample
consisted of (212) male and female eighth-grade students from schools in the United Arab
Emirates, who were divided into three groups: the first experimental group, in which the

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educational material was taught using the Bybee (5E's) model, and it included (71) female and
male; the second group, in which the educational material was taught using the John Zahorek
model, and it had (70) female and male; while third group (the control group), which consisted of
71 male and female students, was taught using the conventional way.The scale of motivation for
learning science was used as a tool in the study. The results showed that there were statistically
significant differences in the average responses of the study sample members on the total scale
due to the effect of the teaching model in favor of the two experimental groups when compared
to the control group and in favor of the group that studied with the Bybe model when compared
to the group that studied with the John Zahorek model and the group that studied in a
conventional way.
Cahyarini and Yahmin (2016) conducted a study to see how using the constructivist
learning model affected students' critical thinking skills in chemistry. The study used a quasi-
experimental approach, with a sample of 64 high school students from Malang, Indonesia,
chosen randomly and divided into two equal groups: experimental and control. As a study tool,
the achievement exam was used. According to the findings of this study, the students who learnt
using the constructivist model had higher levels of critical thinking skills than those who learned
the conventional way,
El-Adawy, Samman, and Shehata (2017) conducted a study to enhance reading
comprehension levels and skills in secondary school students using the reciprocal teaching
strategy. In the study, the experimental method was used, and the study sample was limited to a
group of first-year secondary students in Cairo Governorate who were chosen on purpose. To
achieve the study objective, a list of appropriate reading comprehension levels for first-year
secondary school students was developed, as well as a reading comprehension test for first-year
secondary school students and a program based on the reciprocal teaching strategy to develop
secondary school students' comprehension levels. The study's findings showed that there were
statistically significant differences between the experimental and control groups' average scores
in the measurement of reading comprehension skill achievement in favor of the experimental
group, as well as the effectiveness of the reciprocal teaching strategy-based program in
developing secondary school students' levels and reading comprehension skills.
Toomey's study (Tohamey, 2020) aimed to identify the effect of implementing a
proposed program based on constructivist theory on students' text analysis and creative writing

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skills, as well as their motivation toward them. The study applied a one-group design (pre and
post design), and the study sample included (90) male and female English language students
from Minya University in Egypt who participated in the constructivist activities program. A test
of text analysis skills, a test of creative writing skills, a scale Progressive assessment of student
performance in creative writing, and a measure of motivation were also included in the study
tools. The results revealed statistically significant differences in favor of the post-testing,
indicating the program's success in increasing text analysis and creative writing skills, as well as
motivation for them.
(Hamedi, Lotfi, and Sarkeshikian, 2020) aimed to see how using predictive evidence and
conceptual maps affected the reading comprehension of English language learners. The study
used a quasi-experimental approach, with the study sample consisting of (90) seventh-grade
students in Iran who are learning English as a foreign language; they were chosen based on the
results of a preparatory test, and they were divided into two equal groups: control and
experimental. The results showed that there were statistically significant differences between the
two groups' averages in the experimental class.

8. What Distinguishes this Study Besides the Previous Studies?

By reviewing the previous studies, the research found that she dealt with the
constructivist model using a variety of approaches, including quasi-experimental, experimental,
and descriptive, as well as its impact on a variety of teaching fields, including scientific and
literary ones. While it differs from it in that it combines the constructivist learning model and
reading comprehension in one study, it is also the only one that is applied in the Galilee region,
according to the researcher's knowledge. The current study benefitted from previous and other
studies in terms of developing and implementing study techniques, as well as developing a
theoretical framework and analyzing the findings.

9. Methodology and Procedures

9.1. Methodology of the study
To achieve the study's objectives, the study conducted a quasi-experimental method.
9.2. Population of the study

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The study population included all of the Galilee region's third-grade students, a total of
(1300) male and female students.
9.3. Sample of the study
The study's sample included all third-grade students at Hussein Yassin Primary School in
the Galilee region, a total of 39 male and female students who were chosen at random because it
is the school where the researcher works, and the kids were divided into 2 groups (control group
= 20) and (experimental group = 19).
9.4. Instrument of the study
The study instrument was a multiple-choice objective test that assessed the study sample
members' reading comprehension skills for three lessons outside of the third-grade curriculum:
the wise philosopher, an interview with an Arab scientist, the fox, and the partridge.
9.6. Validity of the Study
The instrument for the reading comprehension test related to the three lessons was
applied to an exploratory sample of (50) participants at other schools to verify its validity, and it
was re-applying a month following the first application. The Pearson correlation coefficient was
calculated between the degree of the question and the total of the sub-test (R1), and the corrected
correlation coefficient was calculated between the degree of the items and the total of the sub-
test (R2) as shown in Table (1)
Table 1: (Pearson's Correlation Coefficients between the Question's Degree and the Total of the
Sub-Test (R1), and the Corrected Correlation Coefficient between the Item's Degree and the Total of the
Sub-Test (R2) for the Reading Comprehension Test)
The lesson No. R1 R2 The lesson No R1 R2
1 0.74 **
0.54 23 0.59 **
0.43
2 0.65** 0.49 24 0.65** 0.54
3 0.77** 0.63 25 0.58** 0.49
4 0.53** 0.55 26 0.53** 0.41
The wise The fox, and
5 0.62** 0.46 27 0.56** 0.45
philosopher the partridge
6 0.57** 0.60 28 0.51** 0.40
7 0.66** 0.50 29 0.72** 0.61
8 0.58** 0.53 30 0.59** 0.47
9 0.65 **
0.57 31 0.73 **
0.61
10 0.58** 0.62 32 0.58** 0.48

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11 0.53** 0.45 33 0.65** 0.58

12 0.56** 0.51
13 0.50** 0.54
14 0.72** 0.56
15 0.59** 0.45
An interview
16 0.72** 0.51
with an Arab
17 0.56 **
0.43
scientist
18 0.44** 0.36
19 0.40** 0.37
20 0.72** 0.53
21 0.65** 0.51
22 0.78** 0.62
Source: (Authors Own Work)
Table 1 shows that the Pearson correlation coefficients (R1) between the question score
and the total score for the sub-test ranged from (0.53) to (0.77) for the wise Philosopher's lesson
questions, from (0.40) to (0.78) for the interview questions with an Arab scientist, and from
(0.51) to (0.73) for the fox and partridge lesson questions, all of which are statistically
significant (P.01) and higher than the cut-off mark (0.35) referred to (Bryman & Cramer, 1997).
This shows the reading comprehension test's construct validity (Brown, 1983). For the
wise philosopher lesson questions, the corrected correlation coefficients between the paragraph
degree and the total for the sub-test (R2) ranged between (0.45) and (0.63), between (0.37) and
(0.62) for the interview questions with an Arab scientist, and between (0.40) and (0.61) for the
fox and partridge lesson questions, all of which are statistically significant (P.01), and higher
than the minimum (0.30) referred to in (Leech, et al (Brown , 1983; Leech et al., 2011).
9.6. Reliability of the Study
Cronbach's equation was used for the test questions and the test as a whole to calculate
the reliability of internal consistency to measure reading comprehension skill, as shown in Table
(2).
Table 2: (Results of Cronbach's Alpha Reliability Coefficients for Reading Comprehension Test)
The lesson Number of questions Cronbach's Alpha
The wise philosopher 11 0.77
An interview with an Arab 11 0.78

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scientist
The fox, and the partridge 11 0.82
Total 33 0.83
Source: (Authors Own Work)
Cronbach's alpha coefficients for the three sub-tests ranged from (0.77) to (0.82), and for
the test as a whole, from (0.83), all of which are higher than the minimum (0.70) referred to in
(Cronbach, 1951), indicating that the test has a high degree of
9.7. Variables of the study
The study included the following variables:
9.7.1. Independent variable
The teaching strategy has two levels: (the constructivist learning model, and the
conventional method).
9.7.2. Dependent variable
Improving the reading comprehension of third grade students
9.7.3. Limitations of the study
Spatial limitations: Galileel School
Time limitations: first semester of the academic years (2021/2022)
9.7.4. Statistical Analysis
Pearson's correlation coefficient, Cronbach's alpha internal consistency coefficient, and
the difficulty and discrimination coefficient were all used by the researcher. The averages,
standard deviations, and adjusted averages for the control and experimental study groups' reading
comprehension skills were calculated to answer the study question. The accompanying one-way
analysis of variance (ANCOVA) was designed to examine the significance of the differences
between the post averages according to the teaching method variable. Average, standard
deviations, and adjusted averages were calculated for the two study groups' reading
comprehension performance and an accompanying one-way multiple analysis of variance
(MANCOVA) was used to examine the significance of the differences between the average
according to the variable of the teaching strategy. Finally, the Eta Square indicator was used to
find out the effect size of the teaching strategy.

10. Results of the Study

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Results related to the answer to the study question: "Are there statistically significant
differences at the level of statistical significance ( = 0.05) between the averages of the
performance of a sample of third-grade students on the reading comprehension skills test due to
the variable of teaching strategy (conventional method, constructivist learning model)?"
To answer this question; the averages and standard deviations of the pre/post-tests in
reading skills were calculated for the two study groups (experimental and control) according to
the variable of teaching strategy (constructive learning and conventional method), as shown in
Table (3).
Table 3: (The Averages and Standard Deviations of the Pre and Post Tests for the Two Study Groups
(Experimental and Control) in Reading Comprehension)
Total Pretest Post-test
Average standard deviation Average standard deviation
Control group 18.00 2.79 27.15 2.37
Experimental
17.00 2.67 31.05 1.51
group
Total 17.51 2.74 29.05 2.79
**Maximum mark = 33, Minimum mark = 0
Source: (Authors Own Work)
Table (3) shows that there are differences between the averages in the post-test of the two
study groups' in reading comprehension, in the experimental group. According to the variable of
the teaching strategy (constructive learning, conventional method), where the average
performance of the experimental group was greater than the average performance of the control
group in reading comprehension
To control the effect of differences in the pre-test for the both groups, and the statistical
significance test for differences in the post-test for the two study groups on reading
comprehension, ANCOVA was used in one way, as shown in Table (4).
Table 4 :(ANCOVA) Results to Test the Statistical Significance of the Differences in the Post-Test of the
Two Groups in Reading Comprehension, According to the Variable of Teaching Strategy after
Controlling for the Effect of the Pre-Test)
Source Sum of Degrees of Mean F Sig Eta square
squares freedom squares
Pre-test 4.44 1 4.44 1.12 0.30 0.03

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Teaching 1 0.00
134.18 134.18 33.77 0.48
strategy
The error 143.06 36 3.97
Total 33211.00 39
Source: (Authors Own Work)
Table (4) shows that there is a statistically significant effect of the teaching strategy on
reading comprehension, and it explains 48% of the variance in the post-test, in favor of the
experimental group.
To compare between the tests averages of the experimental group and the control group
after controlling for the effect of the pre-test differences on reading comprehension, the adjusted
averages of the two study groups' tests on reading comprehension were calculated. As shown in
Table (5)
Table 5: (The Averages of the Experimental and Control Groups in Reading Comprehension,
Before and After Adjusting for Pre-Differences)
Group Pretest Post-test
Average standard deviation Average standard error
Control group 90.70 0.85 27.21 0.45
Experimental 117.42 0.88
31.00 0.46
group
*Maximum degree = 33, minimum degree = 0
Source: (Authors Own Work)
Table (5) shows that there is a difference between the averages of the two study groups in
reading comprehension and in favor of the experimental group. And based on the results of the
accompanying one-way variance analysis, constructivist learning has a statistically significant
effect on improving the reading comprehension of the experimental group.

11. Discussion of the Results and Recommendations

Discussing the results of the study question, which states, " Are there statistically
significant differences at the level of statistical significance (α = 0.05) between the averages of
the performance of a sample of third grade students on the reading comprehension skills test due
to the variable of the teaching strategy (the conventional method, the constructivist learning
model)”?

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The study's findings showed a statistically significant difference between the two
averages of the study sample test for the effectiveness of the constructivist learning model in
enhancing reading comprehension among third-grade students in favor of the experimental
group.
The researcher attributes the result to the benefits of constructivist learning environments
that require students' attention. The teacher's planning to encourage students to participate
successfully in performing an activity, solving a specific problem, or addressing a specific
phenomenon may play an essential role in encouraging students to learn. It is the stage that
occurs at the start of new learning steps. Where the teacher draws the students' attention and
stimulates their interest in what he is about to offer to them, whether it is a new lesson or a
specific problem that he wants them to solve.
The result can also be attributed to the exploration stage, in which students' abilities are
challenged to find answers to the questions included in those activities, tasks, or questions that
they have during their search, exploration, and experimentation, and to facilitate their reading
comprehension; as a result of what it includes multimedia of sound, image, movement, and
illustrations, conducting virtual experiments that simulate real experiments, and other techniques,
students' abilities are challenged to find answers to the questions included in those activities,
tasks, or questions that they have during their search, exploration which is capable of facilitating
the process of acquiring knowledge from a variety of sources, allowing ease of validation and
interaction with many parties involved in the educational process.
These results can also be attributed to the constructivist learning environment's ability to
allow students to collaborate, dialogue, and participate in raising ideas and questions that interest
them, as well as freely exchange opinions and experiences among themselves, because the
constructivist learning environment allows students to communicate through dialogue and
discussion contained within that environment. It also gives them the opportunity to pursue help
and assistance from a variety of sources in order to solve problems they encounter while learning
the reading comprehension skill, suggesting that the constructivist learning environment helps
students overcome obstacles to understanding certain concepts, distinguishing it from the
traditional learning environment. This is in line with Al-(2003) Najdi's emphasis on the
importance of sharing viewpoints between the teacher and students, as well as between groups of
students, through talks and dialogue sessions under the teacher's supervision.

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This finding can be attributed to the fact that the Arabic language is a live language that
deals with a variety of issues in its content, including grammar, listening exercises, conversation,
and so on. And through the use of a variety of learning activities, which emphasizes the teacher's
responsibility as a facilitator of the learning process while separating him from conventional
teaching methods.
This result could be attributed to Arabic language teachers' interest in their basic tasks,
particularly the tasks of implementing the lessons used by Arabic language teachers to provide
an appropriate learning environment and maintaining its continuity so that teachers can
implement lessons with student participation, which leads to the achievement of the desired
educational goals.
This conclusion can also be attributed to the fact that using many sources in reading and
listening, as well as encouraging students to use various sources to enhance their learning, plays
an important part in students' cultural and educational development. This emphasizes the
necessity of a diverse set of learning resources. Constructive education increases the teaching
process and students' language skills, as well as the ability of teachers to use time and spend it
more efficiently.
The findings of this study confirmed those of Cahyarini and Yahmin (2016), who found
that students who learned using the constructivist model had higher levels of critical thinking
skills than those who learned the traditional way, as well as the findings of Al-Zoubi (2014), who
found a statistically significant difference in the post-application of the reading comprehension
test in favor of the experimental group. And the findings of Al-Adawi and others (2017), which
showed an effect of constructivist learning in raising students' reading comprehension levels and
skills, and the findings of Hamdi and others (2020), which showed an effect of the constructivist
learning model on the reading comprehension skill.

12. Recommendations
The following recommendations can be made based on the study's findings:
- The necessity to motivate and train teachers to create and develop constructivist learning
environments for teaching a variety of educational subjects in accordance with students' interests
in this field; To increase educational and scientific results

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- Conducting field studies to identify students' preferred constructivist learning environments,

particularly at all academic levels.
- Inclusion of applicable models and lessons in Arabic language curricula based on constructivist
theory methodologies, particularly constructivist teaching; to help Arabic language teachers in
their teaching.

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Al-Zoubi, Sudan. (2014). The effect of the constructivist learning program in developing reading
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