EFFECTS OF 7E-LEARNING CYCLE MODEL ON ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY
- Project Research
- 1-5 Chapters
- Quantitative
- Simple Percentage
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background of the Study
Education is one of the tools that may be used to deal with the issues that will be faced in the 21st century. Prior to the turn of the 21st century, education systems all over the world were primarily centered on the transmission of information and the acquisition of knowledge by students. In the latter part of the 20th century and the early part of the 21st century, the economy and the technology of the society went through significant shifts. After the Soviet Union successfully launched Sputnik in 1957, there was a scientific revolution that took place all across the world (Melzer & Otero, 2015). After that, countries like the United States of America (USA), Britain, and others reevaluated the instruction of their science curricula and the techniques they use to teach science (Ojimba, 2013). These reforms were implemented in the United States with the intention of ensuring that the traditional instructional methods, which failed to adequately prepare its citizens in science and technology, were changed to methods that were learner centered and took into account the construction of knowledge.
In 1981, the United States Secretary of Education established a panel to investigate the level of education provided throughout the nation (Mintzes & Wandersee, 1998). A Nation at Risk: The Imperative for Educational Reform was the title of the report that the panel put out (1983). The utilization of effective instructional methods that encourage critical thinking and creativity among young people was found to be one of the most important findings. This result led to the recommendation that education reform should emphasize on creating a learning society.
Several studies have demonstrated that teachers in Africa have adopted a wide array of instructional strategies in order to boost the academic accomplishments of their pupils. For example, in order to address the consistent low performance of secondary school students in South Africa, initiatives have been put into place to improve the quality of education. These initiatives include prioritizing teacher training and development in instructional strategies that promote high order thinking among the students, involving stake holders in education planning, and reviewing education policy.
The Nigerian government has, in a variety of different ways, promoted education and training as one of the ways to achieve its goal of transforming the nation into a newly industrializing, middle income country that provides a life of high quality to all of its citizens in an environment that is clean and secure (Okafor, 2013). In order to accomplish this goal, the secondary education curriculum has shifted its focus to place a greater emphasis on education that is more scientific, technical, and hands-on. Biology is one of the science subjects that are taught in secondary schools across Nigeria according to the country's curriculum. The goal of the study of biology is to provide the learner with the knowledge, skills, and mindset that are essential for enabling the learner to protect and conserve the environment, to regulate population, to fight illnesses, and to increase food supply. Students who study biology also improve their chances of finding employment in fields such as education, health care, agriculture, and the environment. It is the obligation of the government and the many other stakeholders in education to provide schools with the necessary infrastructure, as well as instructional resources and a curriculum that is effective. Schools have also been given the responsibility of ensuring that classrooms have been outfitted with instruction facilities and resources, that there is a conducive teaching and learning environment, that there is participation in extracurricular activities, and that effective learning is taking place.
The scientific revolution that is occurring right now is being molded by developments in both science and technology. One of the primary objectives of science education is to develop the student into a person who is capable of competing successfully on a global scale. Learners should thus cultivate the skills, knowledge, and attitudes that will enable them to take on the challenges presented by the 21st century. Students create their own knowledge of scientific topics through the application of a constructivist instructional approach that is currently being adopted in science classrooms. The learning cycles known as 3E, 5E, and 7E are all considered to be constructivist techniques. The 7E Learning Cycle Model (7E LCM) places an emphasis on eliciting students' prior knowledge and transfer of learning, both of which are necessary components in the education of science. Numerous research in the field of science teaching have revealed that 7E LCM has beneficial impacts on students' achievement and skills. Students that were instructed utilizing the 7E Cycle Model gained a superior understanding of scientific ideas and retained them for longer (Gok, 2014). According to the findings of the science that was carried out by Shaheen and Kayani (2015), the experimental group had superior problem-solving skills in comparison to the control group. Students who were taught using approaches that were centered on the teacher had lower post-test results than those who were taught using 7E LCM (Shaheen & Kayani, 2015). The majority of the research that is currently available on the influence that 7E LCM has on students' academic achievement has been conducted in different regions of the world. As a direct consequence of this fact, the intention behind this study was to carry it out in Nigeria. As a result, the purpose of this study was to explore the influence of 7E LCM as a possible solution that might increase students' ability to acquire skills, knowledge, and attitudes related to Biology in Nigeria.
1.2 Statement of the Problem
The majority of secondary schools in Nigeria have always been dominated by teachers who mostly use the Conventional Instructional Method, which consists primarily of lectures, a few demonstrations, and the drilling of students using old exam papers. Students participate in a limited amount of group discussions and hands-on activities when these methods of instruction are used. The performance of Nigerian students in the WAEC Biology examination has been dismal. According to the findings of many studies conducted between the years 2010 and 2019, the subject of Biology has never achieved an exceptional score line.
Despite this, the Ministry of Education has been making attempts to enhance student performance in Biology by arranging workshops, seminars, and SMASSE projects for teachers. In spite of all of these factors, there has been no improvement in the subject's performance. Negative attitude (Kingaru, 2014); high class enrolment (Wamkota & Masibo, 2017); ineffective teaching and learning methods (Jepketer, 2017; Oduol, 2018); and inadequate teaching and learning resources are some of the factors that contribute to poor performance in mathematics and science subjects. Kingaru, 2014; Wamkota & Masibo, 2017; Jepketer, 2017; Oduol, 2018; (Oduol, 2018; Wekesa, 2013). According to KNEC (2018), one of the primary reasons for poor performance in Biology was inadequate instructional methods. According to the recommendations made in the report, teachers should implement teaching strategies in subjects such as classification, genetics, ecology, reproduction, transportation, instructional theory, and excretion, amongst others, that allow students to apply the concepts they have learned to their day-to-day lives.
Therefore, the purpose of this study was to explore the influence that 7E LCM, which is a learner-centered instructional approach, has on the academic achievement of students. There are seven phases in 7E LCM, during which the instructional process is planned out through a succession of brief exercises that ultimately lead to students applying the principles they have learned in their daily lives. It is possible that pupils' academic achievement in Biology would increase as a result of this in Nigeria.
1.3 Objectives of the Study
The purpose of the study was to investigate the effect of the 7E Learning Cycle Model on students’ academic achievement in Biology in secondary schools in Nigeria. Below are the specific objectives;
1. To compare the effect of 7E Learning Cycle Model and Conventional Instructional Method on students’ academic achievement in Biology.
2. To determine the influence of students’ attitude towards 7E Learning Cycle Model on their academic achievement in Biology.
3. To establish challenges faced by teachers when using 7E Learning Cycle Model and how they affect students’ academic achievement in Biology.
1.4 Research Questions
The study will be guided by the following questions;
- Is there any difference in Biology academic achievement between students taught using 7E Learning Cycle Model and those taught using Conventional Instructional Method?
- How does attitude of students towards 7E learning cycle affect their academic achievement in Biology?
- How does the challenges faced by teachers when using 7E Learning Cycle Model affect students’ academic achievement in Biology?
1.5 Research Hypothesis
HO: There is no significant difference in Biology Achievement between students taught using 7E Learning Cycle Model and those taught using Conventional Instructional Method.
Ha: There is a significant difference in Biology Achievement between students taught using 7E Learning Cycle Model and those taught using Conventional Instructional Method.
1.6 Significance of the Study
- Curriculum developers may provide in-service training to teachers on the use of 7E LCM during teaching and learning.
- Policy makers in education may provide instructional resources
3. Teacher preparing institutions such as universities and colleges may train students on the application of 7E LCM during teaching and learning.
4. Developers of instructional materials such as books may incorporate 7E LCM in the books to enable its use during the instruction process.
5. Biology teachers may use 7 E LCM by during instruction.
6. Learners’ prior knowledge is prompted and transfer of learning to their day-to- day life is emphasized when they are taught using 7E LCM. This may increase their conceptual understanding of Biological concepts hence improvement of their academic achievement in Biology. Hence might increase the number of students who qualify to pursue science related courses at the universities and colleges.
7. The findings of this study may prompt further research on Biology education methodology.
1.7 Scope of the Study
The study examined the effect of 7E LCM versus CIM on academic achievement in Biology. The study was conducted in some selected secondary schools in Egor Local Government Area of Edo State.
1.8 Limitation Of The Study
Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.
1.9 Definition Of Terms
Academic achievement: Scores obtained by students in Biology Achievement Test after instruction on the topic “Classification.” The scores are the percentage mark and their respective grades. In this study poor performance ranges from E to D+, average performance ranges from C- to C+ and good performance ranges from B- to A.
Biology Achievement Test (BAT): Test designed to measure knowledge that learners have on Classification. Pre-test as well as post-test were viewed as achievement test.
Constructivist Learning Theory: A belief that learners actively construct knowledge based on prior experience.
Conventional instructional method (CIM): Ways of transmitting knowledge where the teacher plays a central role, knowledge is derived from a standard textbook and learners are largely passive. These were the major methods of instruction with the introduction of formal teaching.
Effect: Extent to which learners’ performance in Biology Achievement Test is influenced by instructional method.
7E Learning Cycle Model (7E LCM): This is a model based on Learning Cycle. It emphasizes seven stages; Elicit, engage, Explore, Explain, Elaborate, Evaluate and extend, that teachers should adopt in teaching. These stages are interconnected where the learner’s prior knowledge is elicited, carries out scientific investigation, build concepts after making conclusions and finally applying the concepts in new situations.
Instruction Manual: It is a guide for teaching the topic ‘Classification’ used by the teacher to direct instructional process using 7E Learning Cycle Model.
1.10 Organization of the Study
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, abnd selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.
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