Abstract:

The study examined the effect of learning cycle approaches on academic achievement of students in science. It employed a quasi-experimental non-randomized pre-test, post-test experimental group design. The study used a mixed method approach of both qualitative and quantitative method of data collection and analysis. A detailed lesson plan was prepared to ensure active involvement of students in the learning process. Using the multi-stage sampling procedure, three classes were purposively selected and 120 students were randomly selected to take part in the study. Data was collected through the use of the Science Achievement Test (SAT), interviews, and observations. The data collected was analyzed using the Statistical Package for Service Solutions (version 26.0). The statistical tools employed for the analysis are descriptive statistics (mean and standard deviation) and inferential statistics (t-test and ANOVA). The results showed that:

1.   There was no statistically significant difference in the pre-test scores for the three model class groups. However, there was a statistically significant difference in the post-test scores for the three model groups.

2.   Also, there was a significant and very large effect of the 3E, 5E, and 7E models on the students taught with the 3E, 5E, and the 7E learning cycle approaches in favour of the 7E.

There was no significant difference in scores for low- achievers and high achievers taught with the 3E, 5E, and 7E models.

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