Investigating the Effect of Thinking Map And 7Es Learning Cycle-instructional Approaches on Secondary School Student’s Attitude Towards Biology

Abstract

This study investigated the effect thinking map and 7Es learning cycle instructional approaches on students’ attitude towards Biology. The study adopted quasi experimental research design, specifically, the pretest post-test non randomized experimental research design. Population for the study consists of 1529 senior secondary two (SS11) Biology students which comprised 770 males and 759 females from 62 public secondary schools in Nsukka Education Zone. A sample of 79 SS 11 Biology students was used for the study. Participants of group one was exposed to thinking map instructional approach, while those in group two were exposed to 7Es learning cycle instructional approach. Data for the study were collected using Biology Attitude Questionnaire (BAQ). Internal consistency reliability coefficient of 0.89 was established for Biology Attitude Questionnaire (BAQ) using Cronbach alpha. Mean and Standard deviation were used to answer the research questions, while ANCOVA was used to test the null hypotheses at 0.05 level of significance. Results obtained from the study showed that students taught biology using 7Es learning cycle had higher mean attitude scores than their counterpart exposed to Biology instruction using thinking map instructional approach. The study revealed that male students had higher attitude scores than their female counterparts in Biology. The interaction effect of instructional approach and gender on students’ attitude towards Biology was significant. The implications of the findings were highlighted and based on that, the researcher recommended that major stake holders in education should encourage the adoption of 7Es learning cycle in teaching and learning processes to enhance students’ attitude towards Biology.