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Effect of 7E Learning Cycle on Cell Concept Performance Among Senior Secondary School Slow Learners in Katsina Metropolis, Nigeria
Abstract:
The purpose of this study was to investigate the effect of the 7E learning cycle on cell concept performance among senior secondary school slow learners in Katsina Metropolis, Nigeria. Slow learners often face challenges in grasping complex scientific concepts, such as those related to cell biology. The 7E learning cycle is a student-centered instructional framework that incorporates seven stages: engagement, exploration, explanation, elaboration, evaluation, and extension. This study aimed to determine whether the implementation of the 7E learning cycle could enhance the understanding and performance of slow learners in cell biology.
A quasi-experimental research design was employed, with a pretest-posttest control group design. The participants of this study consisted of 80 slow learners from senior secondary schools in Katsina Metropolis, Nigeria. The experimental group (n=40) received instruction on cell concepts using the 7E learning cycle, while the control group (n=40) received traditional lecture-based instruction.
Data was collected using a researcher-developed cell concept achievement test administered as a pretest and posttest to both groups. The data collected were analyzed using descriptive and inferential statistics, including the independent samples t-test.
The findings of this study revealed that the implementation of the 7E learning cycle had a significant positive effect on the cell concept performance of slow learners. The experimental group showed significantly higher mean scores on the posttest compared to the control group. The results suggest that the 7E learning cycle is an effective instructional approach for enhancing the understanding and performance of slow learners in cell biology.
The implications of these findings highlight the importance of employing student-centered instructional strategies, such as the 7E learning cycle, to address the diverse learning needs of slow learners. Educators and curriculum developers in Nigeria should consider incorporating such instructional approaches into the teaching of science subjects at the senior secondary level. Further research is recommended to explore the long-term effects and generalizability of the 7E learning cycle on other scientific concepts and student populations.
Keywords: 7E learning cycle, cell concept performance, slow learners, senior secondary school, Nigeria.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
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