Effects of 7Es Constructivist Instructional Model on Biology Students Interest and Achievement on Respiratory System in Abuja, Nigeria

Omene Rachael, Samuel Iwanger Ruth, Ibrahim Danladi

Abstract


This study investigated the effects of the 7Es constructivist instructional model on students' interest and achievement in the respiratory system, comparing it with the conventional teaching method. A quasi-experimental design was used, involving a pre-test, post-test, and control group. The population of the study comprised 8,792 SS II students from co-educational school in Abuja, Nigeria. A sample of 120 secondary school students was selected from biology intact classes in Abuja, Nigeria. The students were divided into two groups: one taught using the 7Es constructivist model, and the other using the conventional method. Data were collected using a Respiratory System Interest Inventory (RSII) and a Respiratory System Achievement Test (RSAT), the reliability of the instruments RSAT was determined using Richard-Kuderson, a reliability coefficient of 0.74, while Cronbach alpha was used to determine the reliability index of RSIS, RSIS yielded   a reliability index of 0.84. The results showed that the instruments were suitable for the study. The results were analyzed using means and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. The findings revealed that while both methods increased students' interest, there was no significant difference in interest between the two groups (p = 0.294). However, a significant difference in achievement was observed, with the 7Es group scoring significantly higher than the conventional group (p = 0.011). The study concluded that the 7Es constructivist model is highly effective in enhancing students' academic achievement in biology, particularly in the respiratory system. Despite its limited impact on student interest, the model’s inquiry-based, active learning approach fostered deeper understanding and higher retention of knowledge. It is recommended that educators adopt the 7Es constructivist model to improve student outcomes in biology, while also exploring additional strategies to boost student interest. Further research is suggested to investigate methods for enhancing student engagement alongside constructivist instruction.


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References


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