This study examines the impact of constructivist physics lessons and laboratory activities on middle and high school students' academic success. Utilizing the constructivist learning model, which emphasizes active student engagement, the research was conducted at Hyperion Theoretical High School in Chi?inau, Moldova, involving 195 students across grades 6, 8, and 10. The study finds that integrating constructivist teaching methods -- such as the 5E model, Flipped Classroom, and Early Physics Approach -- positively influences students' academic performance at the middle and high school level. The results indicate a significant positive correlation between students' performance in laboratory work and their end-of-chapter evaluations. This highlights the importance of hands-on lab work in reinforcing learning and improving academic performance. The research reveals that, in middle school, girls perform better than boys in lab work and evaluations, but this difference diminishes in high school. The study suggests that constructivist lab work and assigned roles in group activities help reduce the gender gap in physics. The study indicates that physics is perceived as less masculine than traditionally thought, based on performance data and gender-related stereotypes. Despite some differences in performance, the overall constructivist environment in physics labs does not contribute to a negative experience based on gender.