IMPLEMENTING THE 7E INSTRUCTIONAL MODEL TO ENHANCE UNDERGRADUATES’ ACADEMIC ACHIEVEMENT IN CHEMISTRY

Abstract

Education plays a crucial role in shaping students' academic success and future career prospects. The quality of instructional methods significantly effects learning outcomes, particularly in science subjects where conceptual understanding is essential. This study explores the implementation of 7E instructional model to enhance student learning and academic performance. This study adopts a quasi-experimental, Pretest–Posttest non-equivalent control group research design. A non-random, purposive sampling technique was employed due to the nature of intact classes. Two comparable intact groups were selected, one is experimental group (n = 28) and the other as control group (n = 32). The experimental group was taught using the 7E Constructive Instructional Model, whereas the control group continued with traditional lecture-based instruction. This research demonstrates the effectiveness of the 7E Constructivist Instructional Model in enhancing student performance in chemistry. It is recommended that teachers should integrate the application of this strategy into their teaching and learning process. This will promote active learning and improve students’ understanding of complex concepts.