EFFECT OF USE OF 7E’S INSTRUCTIONAL APPROACH BLENDED WITH COLLABORATIVE LEARNING ON CHEMISTRY STUDENTS’ ACHIEVEMENT IN CHEMICAL EQUILIBRIUM

Abstract

This study investigated the effect of the 7E instructional approach blended with collaborative learning on senior secondary school students’ achievement in Chemistry in the Enugu Education Zone, Enugu State. Two null hypotheses guided the study. A pretest–posttest non-equivalent control group quasi-experimental design was employed. The sample comprised 283 Senior Secondary II Chemistry students selected through purposive and simple random sampling from four coeducational schools. The schools were assigned to experimental and control groups, with two intact classes per school randomly designated as either experimental or control. The experimental groups received instruction using the 7E instructional approach blended with collaborative learning, while the control groups were taught using the lecture method. Both groups were taught Chemical Equilibrium by their regular Chemistry teachers. Data were collected using the Chemical Equilibrium Achievement Test (CEAT), validated by three experts, and found reliable with a coefficient of .81 using Kuder Richardson Formular (KR-20). The null hypotheses were tested using analysis of covariance at the .05 significance level. Results indicated that the blended 7E approach significantly improved students’ achievement compared to the lecture method. Gender had no significant effect on achievement. It is recommended that government agencies and professional bodies, such as the Science Teachers Association of Nigeria, organize training to equip teachers with these methods.