The Effect Of 7e Learning Cycle Approach On Students’ Conception On Changes In Matter, Energy And Time

Abstract

The purpose of this study is to determine the effect of 7E Learning Cycle Approach on students’ level of conception on Changes in Matter, Energy and Time. Specifically, it seeks to answer the following questions: (1) What is the students’ level of conception on Changes in Matter, Energy and Time before and after the class is taught using the 7E learning cycle approach? (2) Are there differences on the students’ level of conception in each subtopic before and after using the 7E learning cycle approach? (3) Are there differences on the students’ overall level of conception before and after using the 7E Learning cycle approach? (4) What is the students’ perception on the use of the 7E Learning cycle approach in Changes in Matter, Energy and Time? The experiment lasted for three weeks and involved one intact class of 48 students enrolled in High School Chemistry class during the School Year 2010 – 2011. Before the implementation of 7E learning cycle approach a 15-item researcher made two-tier test was administered. The results of the pretest and posttest were used in determining the students’ level of conception on Changes in Matter, Energy and Time. A perception questionnaire was given to 10 randomly selected students. The subtopics included in the study were: Law of Definite Composition, Information from Balanced Equations, Types of Reactions, Exothermic and Endothermic Reactions, and Factors Affecting the Rates of Chemical Reaction. To determine how well the students understood the topic for the day, a two- tier concept test for evaluation was given to the class every session as their output. Students got high scores which imply that they understood the lesson after exposing them to 7E learning cycle approach. According to them they understood the lesson easily using the said approach. They enjoyed learning and promoted the spirit of cooperation in doing the activities which are based on the 7E learning cycle. Students who have difficulty in understanding the Chemistry concepts realized that they have the capacity to understand the lesson. The answers in the two-tier concept test in the pretest and posttest were then evaluated to get the students’ level of conception per subtopic. The level of conception was determined by computing the weighted means for each subtopic. In addition to that, t-test for correlated means was also applied in determining the differences of the students’ level of conception in each subtopic before and after the 7E learning cycle approach. The overall level of conception was also determined by using the grand weighted mean of pretest and posttest. The t –test score was also used in determining the overall level of students’ conception before and after using the 7E learning cycle approach. Result of the study revealed that the 7E learning cycle approach improved the students’ conception on Changes in Matter, Energy and Time. The students perceived that the approach is enjoyable, helped them develop positive attitude towards Chemistry, understand the concept better and deeper, and give a clear understanding on the concepts on Changes in Matter, Energy and Time.