The effectiveness of using the 7E learning cycle model in the learning achievement of the grade 8 learners with different science views

• Main Author: Hernandez, Theresann T.
• Format: text
• Language: English
• Published: Animo Repository 2016
• Subjects: Science—Study and teaching; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5135
• Institution: De La Salle University

This study aimed to determine the effectiveness of using the 7E learning cycle model in developing the learning achievement of Grade 8 learners with different learning views. The concept of a learning cycle model aids to develop lesson modules that transform an ordinary classroom setting into an active student-centered environment. The respondents were the 134 students of Mathayomsuksa 2/Grade 8 of Assumption College Lampang Thailand selected using the cluster random sampling the school year of 2014-2015. The Views about science survey form was used to identify the students view as critical thinker and passive learner and placed them in groups with different interventions. Two sets of modules were used discussing the same topic in digestion, genetics and ecology. Validation of the experts in the 7E learning cycle modules was done while the traditional teaching plans were the provided by the school. The significant difference between the 7E learning cycle model, the traditional learning method and their interaction was assessed using the learning achievement scores coming from the pretest/posttest and performance based tasks in three units and were analyzed using the Two-way ANOVA/ factorial analysis. The major findings revealed that the critical thinkers and passive learners both have different sets of preconception and misconceptions in each unit. A high preconceptions aligned with the correct concepts were determined in the digestion unit while low preconceptions and high misconceptions were determined in the unit of genetics and ecology. Overall and in-all aspects of learning achievement, in-all aspects of pretest/posttest and in-all three aspects of performance based tasks the learning method (7E learning cycle model and traditional teaching method) has a high significant difference and effect in the significance level of 0.05. Learning views obtained a p-value greater than 0.05 that connotes a significant difference in pretest/posttest and performance based tasks of digestion and ecology. Overall the interaction between the learning method and learning view has no significanteffect in the learning achievement atthe 0.05 level of significance.