Abstract
Confidence in own ability to accomplish goals influences the overall development of the students. The goal of the current study was to determine the usefulness of the constructivist 7E model in enhancing the Academic Self-efficacy of seventh-grade students. The pre-test and post-test design for non-equivalent groups (the quasi-experimental research design) was employed. The sample was selected using the incidental sampling technique. The sample consisted of 88 students (the experimental group comprised 88 students whereas the control group incorporated 46 students). For data collection researcher prepared an Academic Self-Efficacy Scale consisting of 25 items. The t-test and Wolf’s formula were used for testing the null hypothesis & effect size respectively. The students in the experimental group displayed higher academic self-efficacy than those in the control group. Wolf’s criterion for the effect size showed that teaching through the Constructivist 7E model has the maximum effect in raising seventh-grade students’ academic self-efficacy.
Keywords: constructivist learning,7 e model, academic self-efficacy; seventh grade students
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