Effects of 7E Learning Cycle on the Academic Performance of Seventh Graders in Green House Effect

Zyrel  V. Vallerio,; Evanelle  A. Sagario,

Effects of 7E Learning Cycle on the Academic Performance of Seventh Graders in Green House Effect

Abstract:

This study examines the impact of the 7E Learning Cycle Model on the academic performance of seventhgrade students learning about the greenhouse effect. Grounded in constructivist theory—which posits that learners build knowledge through active engagement and experience—the 7E Model offers a structured, inquiry-based approach comprising seven phases: Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend. This pedagogical framework aims to foster deeper conceptual understanding and sustained student involvement. A quasiexperimental design was employed, involving 27 seventh-grade students who received instruction on the greenhouse effect using the 7E Learning Cycle Model. Data were collected through a validated achievement test assessing students' comprehension of the topic. Statistical analyses, including mean comparisons, t-tests, and Eta squared calculations, were conducted to evaluate the model's effectiveness. The findings reveal that the 7E Learning Cycle Model significantly enhances students' academic performance in science. The substantial effect size underscores its efficacy as an instructional strategy, suggesting that integrating the 7E Model into science curricula can promote deeper understanding and increased engagement among students. This research contributes to the growing body of evidence supporting constructivist teaching methods and highlights the importance of innovative instructional models in fostering effective learning environments.

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