Learning Biology through 7E Instructional Model with Metacognitive Scaffolding and Students’ Motivation
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Date
2020
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AAU
Abstract
The main purpose of this study was to investigate the effect of 7E instructional model with
metacognitive strategies on students’ learning biology and motivation compared to conventional
instruction. Moreover, the effect of 7E instructional model alone and conventional instruction
with metacognitive strategies on these dependent variables were also investigated. The research
method was mixed research method with quasi experimental design with pretest – treatment –
posttest - delayed posttest. The study consisted of four schools and four classes (one from each)
and assigned as treatment group 1, 2, 3 and comparison group randomly. In treatment group 1,
7E instructional model, in treatment group 2, 7E instructional model with metacognitive
strategies, in treatment group 3, conventional instruction with metacognitive strategies and
comparison group with conventional instruction alone were used to teach human biology for 10
weeks. Human biology achievement test, human biology conceptual understanding test and
motivation questionnaires were administered for all groups as pre test, post test and only human
biology achievement tests, human biology conceptual understanding tests were administered as
delayed post test. After the treatment, 24 students, six from each group, were interviewed semi-
structurally. Multivariate Analysis of Variance (MANOVA) and Analysis of Variance (ANOVA)
were used for analysis of the quantitative data and the qualitative data were transcribed, coded
and categorized. The results showed that 7E instructional model supported with metacognitive
strategies had significantly superior effect over 7E instructional model alone, conventional
instruction supported with metacognitive strategies and conventional instruction alone for
improving students’ achievements, conceptual understanding and retention of concepts in
learning biology and minimizing misconceptions. Moreover, it was found out that 7E
instructional model alone was also superior than conventional instruction supported with
metacognitive strategies and conventional instruction alone in improving students’
achievements, conceptual understanding and retention of concepts in learning biology and
minimizing misconceptions. But conventional instruction supported with metacognitive strategies
was not superior to conventional instruction alone in improving students’ achievement,
conceptual understanding and retention of concepts in learning biology minimizing
misconceptions. The interview results supported these findings. In relation to motivation it was
found out that 7E instructional model supported with metacognitive strategies had significantly
superior effect over conventional instruction supported with metacognitive strategies and
conventional instruction alone but not over 7E instructional model. Similarly, 7E instructional
model was superior to conventional approach in enhancing motivation. However, there was no
significant difference found between male and female students in learning biology
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Keywords
7E instructional model, metacognitive scaffolding, misconceptions, human biology,