Examining the Impact of the 7E Learning Cycle on Secondary School Students’ Academic Achievement in Chemistry in Lagos State

Abstract

This study aims to explore the influence of the 7E Learning cycle model on secondary school students’ academic performance in chemistry in Lagos state. The study employs a quasi-experimental design. The study was conducted across twelve secondary schools in Lagos State, with a total sample size of 410 students from SS2 classes. Intact classes were randomly assigned to either the experimental group, which utilized the 7E Learning Cycle model (LCM), or the control group, which followed conventional 
teaching methods. Four instructional tools (7E LCM teachers’ guide, instructional guide for conventional approach, and instructional manuals for both approaches) were used to guide the teaching process. Data collected were analyzed using mean, standard deviation and, ANOVA statistical tool for the research hypotheses. The findings indicated a significance difference in the performance of chemistry students exposed to the 7E Learning Cycle model, with a (t Stat = 21.15; t Critical = 2.02) demonstrating the effectiveness of the model. The results also showed that the 7E Learning Cycle model had a more positive impact on students’ academic achievement in chemistry than the conventional lecture method. However, the analysis revealed no significant gender-based differences in the impact of the 7E Learning Cycle model on students’ academic performance. The t-statistic for this comparison was 2.18, which was below the critical value of 2.37, suggesting that both male and female students benefitted equally from the 7E instructional approach. It is recommended that Chemistry educators adopt innovative teaching methods, to foster greater student engagement and interest in the subject.