The current study looked into how students' biology achievement was affected by a constructivist learning approach. 90 students in class 11th participated in the research. Pre-test post-test control group design was employed for the investigation. An intervention program based on the authors' constructive learning method (5E Model) and a biology achievement exam were employed for the investigation. The pre- and post-test results of the control and experimental groups were compared using the t-test. The study's findings showed that both groups were equal prior to the intervention program. The biological achievement of the students in the experimental and control groups differed significantly, and the experimental group's performance before and after the intervention program differed significantly as well. This suggests that using a constructive learning method helped students score better in biology.