EFFECTS OF 7Es MODEL OF CONSTRUCTIVIST INSTRUCTIONAL STRATEGY ON ACHIEVEMENT AND INTEREST OF STUDENTS IN SECONDARY SCHOOL BIOLOGY IN KOGI STATE

This study investigated the effects of 7Es model of constructivist instructional strategy on achievement and interest of students in secondary school Biology in Kogi East Education Zone. The design used for the study was a quasi-experimental design. Two research questions and two hypotheses guided the study. The instruments used for the study were Biology Achievement Test (BAT) and Biology Interest Scale (BIS). The reliability coefficient obtained using Kuder-Richardson (KR-20) for BAT and Cronbach Alpha for BIS instruments were 0.92 and 0.82 respectively. The population of the study was all the 19,240 senior secondary two students in 147 co-educational schools in both rural and urban areas. Three hundred and thirteen senior secondary two students were selected by stratified random sampling technique for the study. The BAT and BIS instruments were validated and administered to the students in their intact classes. Mean and Standard Deviations were used to answer the research questions while Analysis of co-variance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that 7Es constructivist instructional strategy significantly enhanced achievement at (F=9.38, P<0.05) and interest at (F=12.12, P<0.05) more than conventional method. It was recommended among other things that Biology teachers should use the 7Es model constructivist instructional strategy to enhance interest of students for better achievement in Biology.