Improving Students’ Achievement in Biology using 7E Instructional Model: An Experimental Study

Abstract

The main purpose of the study was to compare the effectiveness of the instruction based on 7E Instructional Model and Traditional Instructional Model for the teaching of Biology on 9th grade students’ achievement. Pretest posttest control group design was used in this study. A total number of 122 ninth grade students (62 boys and 60 girls) from four classes of a biology course of two schools were purposively selected. This study continued for eight weeks. Experimental group (61 students) and control group (61 students) were randomly assigned. The students in the control group were instructed with traditional instructional model, while the students in the experimental group were instructed with 7E Instructional model. A Subject Achievement Test (SAT) and Integrated Science Process Skill Test (ISPST) were used to collect data. Three hypotheses were tested using t-tests and ANCOVA. Independent sample t-test examined that there was a significant difference in the scores of Integrated Science Process Skill Test (ISPST), hence it was used as a covariate. ANCOVA examined that there was a significant difference in the mean post test scores of the groups and gender in terms of students’ Subject Achievement Test (SAT) when students’ integrated science process skills Test (ISPST) was controlled as a covariate. It was concluded that the 7E instructional model was more effective than the traditional instructional in terms of students’ achievements. The study would be helpful for the educators and curriculum developers in implementing new strategies in the classrooms.

DOI: 10.5901/mjss.2015.v6n4s3p471