Effect Of Conventional And 7E Teaching Method On Science Students’ Performance In Respiration

Abstract

The respiratory system is a complicated biological system that permits the exchange of oxygen and carbon dioxide between an organism and its environment, hence enabling the important activity of breathing. Nevertheless, for students to grasp the concept of the respiratory system, a variety of teaching approaches should be considered. The study investigates the effect of conventional and 7e teaching method on science students’ performance on respiration. The study used a quasi-experimental methodology using a quantitative research strategy to determine the cause-and-effect relationship between independent and dependent variables. Primary and secondary data were used in the study to meet the study objectives. The study employed the simple random sampling (SRS) technique to select one senior high school and two Science two classes from Bepoaso Senior High School. The study involved 80 science two students. The study contained two groups: experimental and control. A pre-test and post-test were used to collect data. The study discovered that there was no statistically significant difference in respiratory system performance when students were educated using the 7E and conventional approaches. The study found that teaching methods (7E and Conventional) have a significant impact on student performance in post-test scores related to respiratory systems. The study's findings show that there was a statistically significant difference in respiratory system performance between students taught utilising the 7E and conventional techniques. The 7E technique was also found to have a substantial effect on respiratory system performance based on gender. The study suggests that educators perform a comparison study of the efficiency of the 7E method to current techniques for teaching the respiratory system.