9E Learning And Teaching Model And Its Application In Higher Secondary Education School System

Abstract

The purpose of this study was to implement the 9E Learning and Teaching Model (9E LTM). The impact of Critical Thinking Skills (CTS), analysis, and inference on students' statistics achievement observed through constructivist theory. A population of higher secondary school statistics students and a sample from this study were drawn, from randomly selected higher secondary public schools in four native areas of Punjab province, Pakistan, in the study. Two aggravation instruments were used: one for the 9E teaching and learning model, and the second was about learning statistics by analysing and inference CTS. The study sample was 220 students. The results showed that a significant relationship between the CTS inference skill and the 9E learning and teaching model in the students was 0.95. There was also a significant relationship between the inferences skill of CTS and 9E LTM in students. This means that students learning have the ability to prophesy their analysis and inference in CTS. There was a strong and significant relationship between analysis skills and inferences skills. The results show that the 9E LTM is a more operative learning method to improve the analysis and inference of CTS in Pakistan's higher secondary education school system. Consequently, it is acclaimed that statistics staff should adopt the 9E LTM for the student's teaching and learning, better performance in analysing and inference CTS statistics, and better performance of learning in other subjects.