Throughout the world, Science is one of the compulsory subjects in schools. Now-a-days online media (like Youtube) is frequently opted by faculties and students for online teaching learning process specially in science. But science learning is incomplete without hands on experience. That’s why majority of the students have lack of interest and motivation to learn science. It leads to low academic achievement in science. Constructivist approach (Known to unknown) provides tremendous opportunities for inculcating

creativity and innovation, so that learner’s performance is enhanced. NCF 2005, states “Child centered pedagogy” means giving more primacy to children’s experience, their voices and their active participation. The objectives of present study are: to study the effect of constructivist approach on class VI students’ achievement in science, to study the effect of constructivist approach on the achievement of low achievers of class VI in science and to compare the performance of boys and girls of class VI students learnt through constructivist approach. This study was conducted in D.A.V School, Bhagalpur. It was limited to the students of class 10th. 5E Model of constructivist approach was implemented in the study. The present design of study was quasi-experimental. Class 10th students of D.A.V School were population of this research. The purposive sampling was used for selecting secondary school. 54 students were selected from two sections for the purpose of this study. Researcher selected section ‘A’ as experimental group and section ‘B’ as control group. Researcher had used two types of tools: Instructional Tool (5E model) & Measuring Tool (Teacher made Achievement Test). The data were analyzed by using appropriate statistical techniques i.e., ‘t’- test and ANCOVA. Constructivist approach had significant effect on the achievement of class 10th students in science (M1 = 22.16, M2 = 16.20, ‘t’-value is 2.345**). Constructivist approach had significant effect on achievement of low achievers of class 10th students in science (M1 =7.66, M2 = 5.5, ‘t’-value is 3.01**). It can be concluded that constructivist approach provides enough scope for active participation and interaction in classroom with peers and teachers. Through interaction, low achievers can get better opportunity to acquire knowledge and increase their achievement.