The effectiveness of the constructivist learning strategy in improving reading comprehension among eighth grade students in the State of Kuwait

The study aimed to determine the effectiveness of the constructivist learning strategy in improving reading comprehension among eighth grade students in the State of Kuwait. The quasi-experimental approach was used, based on two groups: (control and experimental) and two measurements: (pre and post). This is due to its suitability for study and achieving its goals. The sample consisted of (54) students distributed into two groups: an experimental group consisting of (28) students and a control group consisting of (26) students. The researcher prepared a main tool for the research, which is a “reading comprehension of the text” test. After applying the program and conducting the pre- and post-measurements. The results revealed that there was no statistically significant difference between the average scores of the control and experimental groups in the pre-measurement, while it was found that there was a statistically significant difference between their averages in the post-measurement in favor of the experimental group. The arithmetic mean of the control group's scores was (11.02) with a standard deviation of (0.988), while the mean of the experimental group was (19.81) with a standard deviation of (1.102). The adjusted Black gain ratio for the experimental group was (1.445), which is a significant ratio, and the value of the Eta square was (2ƞ). Equal to (0.9479) with a trace size of (8.531). These results confirm the effectiveness of the proposed program based on the constructivist learning strategy in improving reading comprehension among eighth-grade intermediate students, with a very large effect size. In light of this, the researcher presented a number of recommendations, the most important of which are: adopting a constructivist learning strategy in teaching reading, and training teachers to employ this strategy in their performance.