GRC -I-002

Presented at the DLSU Research Congress 2015 De La Salle University, Manila, Philippines

March 2-4, 2015

The Effectiveness of Using 7E Learning Cycle Model in the Learning

Achievement of Grade 8 Students

Theresann T. Hernandez,* Lydia S. Roleda Science Education Department, De La Salle University

Taft Ave., Manila, Philippines *Corresponding author: hernandezahne@yahoo.com

Abstract: The learning cycle model aims to develop lesson modules that transform an ordinary

classroom setting into an active student-centered learning environment. The respondents were the

134 students of Mathayomsuksa 2/Grade 8 of Assumption College Lampang, Thailand, during the

school year 2014-2015. They were selected using the cluster random sampling and grouped as critical

thinkers and passive learners according to their scores in the Views about Science Survey (VASS).

The validated 7E learning cycle modules on digestion, genetics and ecology were used in one group

(consisting of both passive and critical thinkers) while the traditional teaching plans provided by the

school were used for the other group (consisting of both passive and critical thinkers also). The

significant difference between the performances of the students in the 2 environments was

determined from the students' pre-post test scores and the performance-based tasks using two-way

ANOVA. The major findings revealed that the critical thinkers and passive learners both have

different sets of preconception and misconceptions in each topic. For the topic on digestion, students

from both groups had preconceptions that were aligned to the correct conceptions. However, there

were a just few preconceptions and a number of misconceptions in the topics of genetics and ecology.

There was a significant difference as well as effect (in the significance level of 0.05) for the overall

and in-all aspects of the pretest/posttest and in-all three aspects of performance-based tasks. In

addition, the interaction between the learning method and learning view has no significant effect in

the learning achievement, at a 0.05-level of significance.

Keywords: 7E learning cycle model; VASS; learning achievement; pre-posttest; active learning