Effects of 7Es Teaching Model and Demonstration Method on SSS1 Students' Academic Performance and Retention on Chemical Behaviour of Gases
*1Mustapha Aliyu, 2Kamaludeen Samaila & 3Rabi Muhammad
1Department of Science Education, Sokoto State University, Sokoto State, Nigeria. Email: aliyumustapha9942@gmail.com
2&3Department of Science Education, Abdullahi Fodiyo University of Science & Technology, Aliero, Kebbi State, Nigeria
Abstract
This study examined the effects of the 7Es Teaching Model and the Demonstration Method on the academic performance and retention ability of Senior Secondary School One (SSSI) students in Chemical Behaviour of Gases in Sokoto Metropolis, Nigeria. The study was prompted by the persistently weak performance of Nigerian secondary school students in chemistry, particularly on abstract topics such as gas behaviour, and by the absence of Sokoto-specific research examining how the 7Es model compares with the Demonstration Method on these two related outcomes. A quasi-experimental pretest-posttest-delayed-posttest, non-equivalent control group design was adopted. The population comprised 4,707 SSSI chemistry students across forty-eight public secondary schools in Sokoto Metropolis, from which a purposive sample of 109 students was drawn from two schools, comprising 51 students in the experimental group and 58 in the control group. Data were collected using a validated Academic Performance Test on Chemical Behaviour of Gases (APTCBG), administered as a post-test and, for the experimental group, as a delayed post-test two weeks later to assess retention, and analysed using Analysis of Variance and Repeated Measures Analysis of Variance at the 0.05 level of significance. Findings showed that students taught using the 7Es Teaching Model significantly outperformed those taught using the Demonstration Method in academic performance, F(1,107) = 483.79, p = 0.001, and that no significant difference existed between the experimental group's posttest and delayed posttest scores, F(1,50) = 0.054, p = 0.817, indicating that the knowledge gained under the 7Es model was retained over the two-week interval. The study concludes that the 7Es Teaching Model is more effective than the Demonstration Method for improving academic performance and is equally effective in supporting durable retention of Chemical Behaviour of Gases, and recommends its adoption in Sokoto Metropolis secondary schools.
Keywords: 7Es Teaching Model, Demonstration Method, Academic Performance, Retention, Chemical Behaviour of Gases
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