Effect of 7E’s Instructional Approach on Senior Secondary School Student’s Achievement and Interest in Chemical Equilibrium in Delta State.

Science education

The present study investigated the effect of 7E’s instructional approach on public senior secondary school student’s achievement and interest in chemical equilibrium in Ika North East LGA of delta state. Using pre-test, post-test, non-equivalent control group involving quasi-experimental design was used. Specifically three objectives, three research questions and three null hypotheses guided the study. The study was conducted with 200 senior secondary II students drawn from 2 public senior secondary schools in the study area. In each school two intact chemistry classes were selected and randomly assigned experimental and control groups. The experimental group was taught chemical equilibrium using 7E’s instructional approach, while the control group was taught using cooperative strategy. Chemical equilibrium chemistry achievement test and Chemistry interest inventory on chemical equilibrium were used for data collection. A reliability coefficient of 0.87 for CECAT and 0.82 for CIICE were established using Pearson’s product moment correlation statistics. Mean and standard deviation were used to answer the three research questions while Analysis of Variance (ANOVA) was used to test the three null hypotheses at 0.05 level of significance. The result revealed among others that there was statistical significant improvement in student’s achievement in chemical equilibrium after exposure to 7E’s instructional approach in urban and rural area compare to cooperative strategy. Consequently, the study held that there was statistical significant difference in interest in chemical equilibrium between students exposed to 7E’s instructional approach and cooperative strategy in urban and rural area, and that male students performed better than female students exposed to 7E’s instructional approach in urban and rural areas. Based on the finding it was recommended among others that, the use of 7E’s instructional approach in teaching and learning of chemistry should be encouraged, since it helps to stimulate students curiosity and that training should be organized for chemistry teachers to equip them with knowledge and skill in using 7E’s instructional approach.

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