Effect of 7E ınstructional strategy on the achievement and retention of students in bıology in public secondary schools in Adamawa State, Nigeria

Abstract

The abstract should be in Palatino Linotype as the font type, 9 pt., between 150-250 words. The aim of this study was to investigate the effect of the 7E instructional strategy on the achievement and retention of SS II (11th grade) Biology students in public secondary schools in Nigeria. Intact classes of 60 students were randomly selected and denoted as the experimental group, which was taught with the 7E instructional strategy, and the control group, which was taught using the traditional, teacher-centered instruction methods. The data were collected via Biology Achievement in Respiration Test (BART), and analyzed using descriptive statistics and Independent Samples t-test for both variables. The results of the independent-sample t-test for the post-test scores indicated a significant value of p < 0.05 for the achievement variable. Similarly, the statistic indicated a p < 0.05 for students’ retention, when taught by the 7E instructional approach. The implication of these findings suggest that the adoption of the 7E instructional approach enhances students’ achievement in Biology. The findings also imply that students are able to remember what they were taught, after a time lapse, which enhances their chance of passing examinations. The retention test was administered a month after the post-test.

Effectiveness of STEM problem-based learning on the achievement of biology among secondary school students in Nigeria

“…Studies focusing on understanding of diffusion and osmosis confirmed that students show a considerable number of misconceptions and difficulties that are resistant to change by traditional teaching methods (Abdullahi, et al, 2021;Ekon & Edem, 2018;Obochi, 2021). Ekon & Edem (2018) pointed many misconceptions about concentration and tonicity and the influence of life forces on diffusion and osmosis among biology students.…”

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

“…These stages are: elicit, engage, explore, explain, elaborate, evaluate, and extend (Eisenkraft, 2003). The learning cycle emphasized that learning should start with (1) eliciting the prior knowledge of the learners; (2) engaging the learners by using a discrepant event to arouse their interest; (3) exploring the skills and knowledge of the students; (4) explaining the new concepts by allowing students to verbalize and clarify the concept; (5) elaborating the newly learned concepts of the students through questioning; (6) evaluating the learning outcome of the students through the use of formative assessment; and (7) extending the knowledge by helping students to connect the concept to different contexts; or transfer the knowledge to other contexts (Abdullahi et al, 2021;Eisenkraft, 2003).…”

“…Several studies have been carried out on the effectiveness of constructivist teaching approaches on students' learning. The studies about the instructions based on the learning cycle model showed that learning cycle approaches help students improve academic achievement (Khan et al, 2020); self-efficacy (Puspita & Fardillah, 2021); critical thinking skills (Marfilinda et al, 2020;Tecson et al, 2021); retention (Abdullahi et al, 2021;Wodaj & Belay, 2021); science process skills (Khairani et al, 2021;Komikesari et al, 2020;Silitonga et al, 2021) and attitudes toward science (Abdullahi et al, 2021;Ören & Tezcan, 2020).…”

“…Most of the published research on the 7E inquiry model of instruction is done in developed countries, whose contexts are different from those in developing countries. Few studies have been done in Africa in line with the effectiveness of 7E instructional models (Abdullahi et al, 2021;Cherono et al, 2021;Gyampon et al, 2020;Naade et al, 2018;Shuaibu & Ishak, 2020;Wodaj & Belay, 2021). For instance, Cherono et al (2021) examined the effect of the 7E learning cycle model on students' academic achievement in biology in secondary schools in Kenya.…”

Exploring Students' Creative Thinking Skills When Learning Biology Through the Reading Concept Mapping Team Quiz (Remap-TQ)

“…In fact, students still have difficulty learning the concept of system material in the human body, because it is considered broad and abstract [3]. Students need to study and understand the body's biological system because it teaches students to appreciate the subject ICMScE and see how it works or processes in real life [4]. Biology learning also emphasizes student interactions and experiences in understanding everything that happens in life [5].…”