THE EFFECT OF SEVEN E-LEARNING MODEL ON ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOL STUDENTS IN CHEMISTRY

1.1 Introduction

Seven (7) E-learning Model cycle emphasizes examining the learner’s prior knowledge for what they want to know first before learning the new content. This helps make effective learning process through seven steps which comprises the Elicit, Engage, Explore, Explain, Elaborate, Evaluate and Extend. Chemistry teaching practical to be précised has been faced with a lot of problems. More attempts have been made to find solutions to these problems. On the contrary, the inadequacy of basic laboratory infrastructures and technical personnel which are involved in the teaching of chemistry practical, have manned this methods.

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

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1.2 Background of Study

Chemistry is the study that deals with the composition, properties and the use of matter. It probes into the principles governing the changes that matter undergoes: (Advanced Level Chemistry by John Murray). Chemistry is an incredibly fascinating field of study, because it is so fundamental to our world. Chemistry plays a role in everyone’s lives and touches almost every aspect of our existence in some way. Chemistry is essential for meeting our basic needs of food, clothing, shelter, health, energy, clean air, water and soil. Chemical technologies enrich the quality of life in numerous ways by providing new solutions to problems in health and materials and energy usage. Chemistry as one of the major sciences is concerned with the composition, structure and properties of matter, as well as the changes it undergo during chemical reactions. Chemistry is the science of matter and the changes it undergoes under different conditions of temperature and pressure.

Chemistry is so important to the life of individuals and the nation, then the input into teaching and learning of chemistry to enhance greater performance by the students should be of great concern but in the real sense reverse is the case. The Government policy that admission into the universities should be 60% of sciences and applied sciences and 40% arts and social sciences are often times not accomplished because there are not enough students opting for science related courses. Despite the importance of chemistry to mankind and the efforts of researchers to improve its teaching and learning, the achievement of students in the subject remain low in Nigeria. Among the factors that have been identified as responsible for the observed trend and relevant to this study are laboratory inadequacies (Okegbile, 1996, Raimi, 1998; Bajah, 1999 and Adeyegbe, 2005).

According to Raimi (2002) and Adeyegbe (2005), chemistry practical laboratory adequacy was reported to affect the performance of students in Chemistry. Likewise, about the use of laboratory, Farounbi (1998) argued that students tend to understand and recall what they see more than what they hear. Students see when they actually use laboratories in the teaching and learning of science. Similarly, Adesoji and Olatunbosun (2008) found that laboratory adequacy was also found to enhanced achievement through attendance at Chemistry workshop.

Siribannum and Tayraukham (2009) carried out a research on the effect of 7E learning cycle and KWL strategies on 154 chemistry students’ analytical thinking, science learning achievement and attitude to chemistry learning. They concluded that the students who were taught using the 7E learning cycle out-performed those taught with KWL and Conventional teaching strategies. In a recent study on Turkish teachers’ perspective on the use of 7E model for teaching, they reported that although it was tedious and time-consuming for them to develop activities based on the 7E Model, they strongly agree that it provides positive contributions to meaningful learning as well as learning by inquiry, which are essential in science education (Dermidag, Feyzyoglu, Atep,Cobanoglu and Altun, 2011).

Kanli and Yagbasan (2007), analyses of data showed that there was a significant difference between the effect of verification laboratory approach and the laboratory approach based on 7E learning cycle model on development of students’ science process skills and conceptual achievement and that 7E learning cycle model applications positively influenced the development of students’ science process skills as well as correct some students’ misconceptions about force and motion than the traditional verification laboratory approach applications..Sornaskda, Suksringarm and Singseewo (2009) found that using 7E learning cycle with Meta-cognitive techniques produced higher achievement in environmental education among both high and low achievers. Also, there was significant statistical interaction between the learning cycle and learning achievement.

Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Effect of Seven E-Learning Model on Academic Performance in Senior Secondary School Students in Chemistry.

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1.3 Statement of Problem

Chemistry as a science subject is taught in most secondary schools in Uhunmwonde Local Government Area of Edo State. Almost all science students in these school offer chemistry (the practical in particular) because of its vital role as one of the basic science subjects relevant in science profession. Inspite of students interest and reactions towards chemistry practical, they perform poorly in chemistry in their final examination as a result of the way they were been taught by their chemistry teacher. The questions that come to mind are what are the problems of teaching chemistry practical in schools? Could it be as a result of lack of laboratories in schools, lack of laboratory attendance, or lack of qualified personnel or inability of the teachers to use the laboratory equipment in teaching? This has been a great concern to most people. And it forms the essence of this project.

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1.4 Aim and Objectives of Study

The aim of the study is to scrutinize the Effect of Seven E-Learning Model on Academic Performance in Senior Secondary School Students in Chemistry. In achieving this aim, the following specific objectives were laid out as follows:

1. To compare the effect of 7E Learning Cycle Model and Conventional Instructional Methods on students’ academic achievement in Chemistry.
2. To examine the effect of 7E Learning Cycle Model on students’ academic achievement in Chemistry among secondary schools in Ekiti State.
3. To examine the challenges encountered by students in chemistry practical class among secondary schools students in Ekiti State.
4. To assess the achievement of students based on the availability and the usage of laboratory resources.

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1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Is there any significant effect of 7E Learning Cycle Model and Conventional Instructional Methods on students’ academic achievement in Chemistry?
• What are the effects of 7E Learning Cycle Model on students’ academic achievement in Chemistry among secondary schools in Ekiti State?
• What are the challenges Encountered by students in chemistry practical class among secondary schools in Ekiti State?
• To what extent laboratory resources are available and used in secondary schools and how this has affected the achievement of students in Chemistry?

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1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: There is no significant relationship between 7E Learning Cycle Model and Conventional Instructional Methods on students’ academic achievement in Chemistry
• H₀2: There is no significant effect of treatment on students’ Achievement and Attitude in Chemistry Class

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1.7 Significance of Study

Science has been recognized in the nation’s education. Hence the new system of education (6-3-3-4 system of education) lays much emphasis in science. Therefore at the end of this research, teacher trainers should be able to equip the chemistry, teachers with a suitable solution to problems as well as ideas for teachings of chemistry practical in secondary schools. This study will be of great importance to the society as well as the nation at large because of its scientific, social, economic, and technological value particularly the students as their reasoning faculty and their creative skills may be improved through effective methods of teaching.

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

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1.8 Scope of Study

The study focuses on the Effect of Seven E-Learning Model on Academic Performance in Senior Secondary School Students in Chemistry, using some Selected Secondary School in Ekiti State as a case study.

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1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Research material: availability of research material is a major setback to the scope of the study.
3. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
4. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

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1.10 Definition of Terms

Laboratory: It is a place for experimental studies.

Inadequate laboratory: Insufficient laboratories

Poorly equipped laboratory: This is laboratory with little or no equipment to carry out the necessary experiment for effective and efficient learning.

Well equipped laboratory: A laboratory that contains all the necessary equipment for experimental or practical learning.

Profession: Career which require advance education and special training.

Final examination: West African School Certificate Examination and senior school certificate examination (SSCE).