The Effectiveness of Learning Cycle Model Based on Constructivist Approachon Students’ Academic Motivation and Creativity in Female Students of 7th Grade

 The study aimed to investigate the effect of the learning cycle model based on the Constructivist approach on students’ academic motivation and creativity in female students of 7th grade.

 The study method was sub-experimental with pretest-posttest and followed up with a control group. The study population consisted of all 7th grade female students of Sabzevar city in the academic years 2015-2016. 56 female students were selected by available sampling method, then they divided randomly into 2 groups: experimental group (28 people) and control group (28 people). The experimental group educated 14 sessions that each session was 70 minutes by learning cycle model based on the constructivist approach and the control group was taught by the traditional method. Data collection tools were included academic motivation scale (Vallerand et al, 1992) and Abedi creativity questionnaire (1993). To analyze data, multivariable covariance was used.

 The results showed that the learning cycle model based on the constructivist approach has a significant effect on students’ academic motivation, creativity, and its components included fluency, elaboration, innovation, and flexibility (P<0.01).

Based on the results, the model is effective in increasing academic motivation, creativity and its components (fluency, elaboration, initiative, and flexibility) and can be used as a model for teaching in classrooms.