EFFECT OF THE 7E LEARNING MODEL ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN MATHEMATICS IN ADAMAWA STATE, NIGERIA
Keywords:
7E Model, Academic Performance, Mathematics, Gender, Adamawa StateAbstract
This study examined the effect of the 7E Learning Model on the academic performance of senior secondary school students in Mathematics in Adamawa State, Nigeria. A quasi-experimental pre-test–post-test non-equivalent control-group design was adopted. The population comprised 154,122 senior secondary school students in government-owned schools during the 2024/2025 academic session. Using multistage and purposive sampling procedures, two coeducational secondary schools and two intact SS II classes comprising 161 students were selected. The experimental group consisted of 88 students, while the control group had 73 students. Data were collected using the Students’ Mathematics Performance Test, a 50-item multiple-choice instrument covering trigonometry and probability. The instrument was validated by three experts and yielded a reliability coefficient of 0.86 using Kuder–Richardson Formula 21. Mean and standard deviation were used to answer the research questions, while analysis of covariance was used to test the hypotheses at the 0.05 significance level, with pre-test scores as the covariate. The results showed a significant difference in favour of students taught using the 7E Learning Model, F(1, 158) = 211.510, p < .001, partial η² = .572. Gender had no significant effect on students’ performance, F(1, 85) = 1.623, p = .206, partial η² = .019. The study concluded that the 7E Learning Model improved students’ Mathematics performance. However, generalisation should be made cautiously because the sample was drawn from only two schools.
References
Adolphus, T., Omeodu, M. D., Naade, N., Ubaka, D. O., & Echenu, F. (2022). Effect of 7E's instructional approach on senior secondary school students' achievement and interest in chemical equilibrium in Delta State. International Journal of Advanced Research and Innovative Ideas in Education, 8(4), 684-694.
Asanre, A. A., Aviwe, S., Taiwo, O., & Daniel, O. (2024). Effect of 7E's instructional strategy on academic achievement in mathematics among senior secondary school students in Ijebu Ode. Journal for Educators, Teachers and Trainers, 15(2), 56-66. https://doi.org/10.47750/jett.2024.15.03.006
Cherono, J., Samikwo, D., & Kabesa, S. (2021). Effect of the 7E learning cycle model on students' academic achievement in biology in secondary schools in Chesumei Sub-County, Kenya. African Journal of Education, Science and Technology, 6(3), 295-305.
Darsih, E. (2018). Student-centred teaching: What makes it effective. Indonesian EFL Journal, 4(1), 33-42. https://doi.org/10.25134/ieflj.v4i1.796
Eisenkraft, A. (2003). Expanding the 5E model: A proposed 7E model emphasizes transfer of learning and the importance of eliciting prior understanding. The Science Teacher, 70(6), 56-59.
Hussain, Z., Mahmood, Z., & Asghar, M. A. (2022). Effect of the 7E model on the problem-solving ability of students in mathematics at the secondary level. International Research Journal of Education and Innovation, 3(1), 93-104. https://doi.org/10.53575/irjei.v3.01.9(22)93-104
Jack, G. U., & Ogunleye, D. O. (2024). Improving secondary school students' academic achievement and knowledge retention in chemistry by utilising the 7Es constructivist instructional strategy. Journal of Innovative Social and Science Education Research, 12(1), 61-83.
Lazić, B., Maričić, S., & Milinković, J. (2016). Propedeutic fraction learning based on content integration in the initial teaching of mathematics. Nastava i Vaspitanje, 65(4), 679-695. https://doi.org/10.5937/nasvas1504679L
Marujo, H. Á., & Casais, M. (2021). Educating for public happiness and global peace: Contributions from a Portuguese UNESCO chair towards the Sustainable Development Goals. Sustainability, 13(16), 9418. https://doi.org/10.3390/su13169418
Nilda, S. M. (2021). Effect of the 7E model inquiry-based approach on student achievement. International Journal of Research Publications, 89(1), 46-61.
Okpala, J. U., Okoye, F. N., & Anene, O. R. (2018). Mathematics education: A dynamic change in the development of the Nigerian economy. In Proceedings of the 55th Annual Conference of the Mathematical Association of Nigeria (pp. 354-359). Mathematical Association of Nigeria.
Oluyemo, A. A., Musbahu, A., Kukwil, I. J., Anikweze, C. M., & Shaluko, Y. D. (2020). Gender differences in mathematics interest and achievement in junior secondary school students, Niger State, Nigeria. International Journal of Research and Innovation in Social Science, 4(10), 359-366.
Oribhabor, C. B. (2020). Evaluating the effect of activity-based method of teaching mathematics on Nigerian secondary school students' achievement in mathematics. Puissant: A Multidisciplinary Journal, 1(1), 77-87.
Sadiq, H. A., Ochiedo, S., Meseko, S. A., Olofinniyi, O. E., Agada, E. J., & Ochai, J. (2020). Analysis of the West African Examinations Council and the National Examinations Council performance of senior secondary school students seeking university admission in North Central Nigeria. International Journal of Humanities and Social Science Invention, 9(12), 49-55. https://doi.org/10.35629/7722-0912014955
Shantia, E., & Lufri, L. (2021). The influence of contextual teaching and learning on 21st-century skills of students in Class X biology learning. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 6(11), 1792-1797. https://doi.org/10.17977/jptpp.v6i11.15147
Sule, A., Imoko, I. B., & Chianson-Akaa, M. M. (2024). Effect of the 7E learning model on students' interest in algebra in Kogi East, Nigeria. International Centre for Science, Humanities and Education Research Journal, 5(4), 30-40.
Suleiman, Y., & Hammed, A. (2019). Perceived causes of students' failure in mathematics in Kwara State junior secondary schools: Implications for educational managers. International Journal of Educational Studies in Mathematics, 6(1), 19-33.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, adaptation, and reproduction in any medium, provided that the original work is properly cited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.
