Improving Secondary School Students' Academic Performance and Interest in Trigonometry Using the 7Es Instructional Model in Rivers State, Nigeria
DOI:
https://doi.org/10.63561/fnas-jmse.v7i3.1163Keywords:
7Es Instructional Model, Guided Discovery, Trigonometry, Performance, Interest, GenderAbstract
This study examined the impact of the 7E’s Instructional Model on senior secondary school students’ performance and interest in trigonometry in Rivers East Senatorial District, Rivers State, Nigeria. The study employed a quasi-experimental design involving pre-test and post-test measures with non-equivalent control groups, supported by a quantitative descriptive approach. Three research objectives, questions, and hypotheses guided the investigation. A total of 347 SS2 students (175 males and 172 females) participated, selected through a multistage sampling technique. Students in the experimental group were taught using the 7E’s Instructional Model, while those in the control group received instruction through the Guided Discovery Method. Data were collected using the Trigonometry Performance Test (TPT) (r = 0.79) and Trigonometry Interest Scale (TIS) (r = 0.83). Data analysis involved mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings indicated that students exposed to the 7E’s model achieved significantly higher scores in trigonometry compared to those taught using guided discovery (F(1,344) = 208.50, p < .05). Similarly, the experimental group demonstrated a significantly higher level of interest (F(1,344) = 249.85, p < .05). No statistically significant gender difference was observed among students taught with the 7E’s model (F(1,172) = 0.113, p > .05). The study concludes that the 7E’s Instructional Model is an effective strategy for improving students’ performance and interest in trigonometry and supports gender inclusiveness in mathematics classrooms
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