TRANSFORMING SCIENCE TEACHING: INVESTIGATING THE EFFECT OF THE 7ES INSTRUCTIONAL MODEL ON SECONDARY SCHOOL ACHIEVEMENT

Abstract

The purpose of this study was to investigate the effect of the 7Es Instructional Model on the academic achievement of secondary school students in science. A quasi-experimental pretest–posttest control group design was employed. The sample consisted of 119 students selected through random sampling from female secondary schools in Rawalpindi. The students were randomly assigned to an experimental group (60 students) and a control group (59 students). The experimental group was taught using lesson plans developed according to the 7Es Model, while the control group received instruction through traditional teaching methods. A researcher-developed Science Achievement Test (SAT) was administered as pretest and posttest to collect data on academic achievement. The validity of the test was established through expert review and item analysis, and reliability was confirmed using Cronbach’s alpha. Data were analyzed using the Wilcoxon Signed-Rank test and Mann–Whitney U test at the 0.05 level of significance. Findings revealed that students in the experimental group demonstrated significantly higher academic achievement than those in the control group (p < 0.05). Hence, the 7Es Instructional Model proved to be effective in improving students’ academic achievement in science.

Keywords: 7Es Instructional Model, Academic Achievement, Science Education, Secondary School Students