EFFECTS OF 5E AND 7E LEARNING CYCLE MODEL ON STUDENTS’ ACADEMIC PERFORMANCE IN BASIC SCIENCE AND TECHNOLOGY IN MKPAT ENIN LOCAL GOVERNMENT AREA

This study was carried out to investigate on 5E and 7E learning cycle model and students’ academic performance in Basic Science and Technology in Mkpat Enin Local Government Area of Akwa Ibom State. Three research questions and three corresponding null hypotheses were formulated to guide the study. A quasiexperimental research design was adopted for the study. The population of this study comprised all the 2,262 JSS2 students in Mkpat Enin Local Government Area of Akwa Ibom State. The sample of this study consisted of 95 JSS 2 students drawn from 2 public secondary schools in the study area. Simple random sampling technique was used for this selection. A researcher developed instruments entitled Basic Science and Technology Students’ Achievement Test (BSTSAT) was used for data collection. The instrument was subjected to face and content validity by two experts in Test and Measurement in the Department of Science Education, Akwa Ibom State University. A reliability test was done on the instruments using 20 students who were not part of the sample for the study. A reliability coefficient of 0.79 was obtained for the instrument using Kuder Richardson (KR-20) reliability estimate. Mean and standard deviation were used for answering the research questions while independent t-test was used for testing the hypotheses at .05 level of significance. The findings of the study revealed that students taught using 7E learning stratgy performed significantly better than those taught using the 5E strategy. Furthermore, the result revealed no gender difference in students’ academic performance when taught using 5E and 7E learning strategies. Based on the findings of the study, it was recommended among other things, that Basic science and technology teachers should combine these two instructional approaches in teaching secondary schools students since it has been proved to be a viable option in enhancing students’ academic performance without gender bias.