Effects of 7E Learning Cycle on the Learners' Critical and Analytical Thinking Skills in Earth and Life Science

Abstract

INTRODUCTION

National and international assessments of recent years have cast uncertainties in terms of the quality of Philippine Education. It can be stated that one of the many factors that may affect the performance of learners is the method of teaching. In teaching, it is necessary that the 2first-century skills be incorporated in each lesson. Lessons must require learners to develop higher order thinking skills such as critical and analytical thinking skills. The 7E Learning Cycle is a teaching method that highlights the previously mentioned 2first-century skills.

METHODS

In this study, the effects of 7E learning cycle on learners' critical and analytical thinking skills in Earth and Life Science was ascertained. The participants were divided into four groups comprising 122 Grade 12 learners. The analysis of variance revealed that the learning of the four groups was homogenous prior to the intervention. Following the rigors of the Solomon Four-Group design of experimental research, two groups were randomly assigned as experimental groups and the other two as control groups. The experimental groups were taught using the daily lesson log in the 7E learning cycle format.

RESULTS

The analysis of variance of post-test scores revealed that there was a significant difference among the post-test scores of the four groups. The experimental groups got higher post-test scores compared to the control groups. More so, the pretest and post-test scores of Experimental Group 1 and Control Group 1 showed that Experimental Group 1 had a higher gain score. Henceforth, it could be concluded that 7E learning cycle is effective in developing critical and analytical thinking skills of learners in Earthand Life Science.

DISCUSSIONS

While proven effective, the study has rooms for improvement. The 7E learning cycle was employed in a two-hour class of Earth and Life Science for Grade 12 TVL learners. More so, the study was limited to four topics in the course. On the other hand, the daily lesson log used was anchored on several theories such as constructivism and Bloom's taxonomy of learning domains. In addition, three Master Teachers validated the daily lesson log.