Applying 7E learning cycle model to unlock gender differences in biology academic achievement in Chesumei Sub-County, Kenya

Abstract

This study explored the application of the 7E learning cycle model as an alternative to bridge the gender gaps that exist in the achievement of Biology among secondary school students. The study objective was to investigate the effect of 7E learning cycle Model on gender performance in Biology in secondary schools in Chesumei Sub-County. Quasi experimental design was used. A sample size of 346 form three students was selected using stratified sampling and simple random sampling techniques. Data collection instrument was Biology Achievement Test. Validity of the instrument was determined by two experts in the field of Biology Education. Test- retest technique was used to determine the reliability of the instrument. A reliability coefficient of 0.83 was obtained by use of statistical tools. Mean, standard deviation and t-test were used to analyze data. The results were presented using inferential statistics. Results of the study revealed that the mean score of the girls in the experimental group performed better than the boys in the same group. In addition, the study also found that there was a statistically significant difference between the mean scores of those taught using 7E Learning Cycle Model and those taught using Convectional Instructional Method. The study concluded that 7E Learning Cycle Model has the potential of improving academic achievement of the learners in both group, but more significantly the girls outperformed the boys. It was therefore recommended that Biology teachers should employ such constructivist approach as 7E learning cycle model in teaching so as to bridge the gender gaps that we experienced in class. In addition, Kenya Institute of Curriculum Development should organize and conduct capacity building on teachers on the adoption of 7E Learning Cycle Model for instruction at various levels of curriculum implementation.