ATTAINING MEANINGFUL LEARNING OF ECOLOGICAL CONCEPT: A TEST OF THE EFFICACY OF 7E LEARNING CYCLE MODEL
Abstract
This study explored the efficacy of the 7E learning cycle model on students’ achievement and retention ability in ecology. The study employed a quasi-experimental research design. A total of seventy-five (75) SSII biology students drawn from two purposively sampled schools in Education District V of Lagos state formed the sample of the study. Ecology Achievement Test (EAT) was used for data collection. An expert in test and measurement and a biology teacher validated the achievement test. The reliability coefficient of the EAT was determined to be 0.80 using the split-half reliability coefficient. One research question was raised and three hypotheses were tested at a 0.05 level of significance and data were analyzed using analysis of covariance (ANCOVA). The results revealed a significant main effect of the 7E learning cycle on students’ achievement in ecology[F (1,72) = 0.00; p< .05), the study also revealed that there was a significant difference in students’ retention ability [F (1,72) = 0.03; p< .05) in favour of the group taught using 7E learning cycle and there was no gender influence on the achievement of students taught using the 7E learning cycle. Based on the findings it was concluded that the 7E learning cycle model is a potent strategy that offers a glimmer of hope that the problem of underperformance in ecological concepts can be changed for the better. Therefore, it was recommended amongst others that the use of the 7E learning cycle as an instructional strategy should be explored by teachers to enhance meaningful learning of difficult concepts in biology.
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