Effects Of Problem-Solving And 7E Learning Instructional Strategies in Enhancing Students’ Attitude Towards Stoichiometry Curriculum Concepts in Chemistry

Abstract

The research examined the impact of problem-solving and 7E learning strategies on students' attitudes towards stoichiometry in chemistry within the Delta Central Senatorial District. A quasi-experimental design, specifically the pre-test post-test control group approach, was employed. The study targeted a population of 19,874 SSII chemistry students from public secondary schools in the district. Using a stratified random sampling method, a sample of 218 students from four co-educational secondary schools was selected. Five research questions and corresponding hypotheses were formulated to guide the investigation. Data collection was carried out using the Stoichiometry Attitude Scale (SAS), which was validated by experts. Data analysis involved the use of mean, standard deviation, and t-tests. Findings indicated that students taught using the 7E learning strategy had a higher mean attitude score compared to those taught through traditional lecture methods. Additionally, no significant interaction between teaching methods and gender was observed in terms of student attitudes. The results further demonstrated that gender did not influence the effectiveness of the constructivist learning cycle. The study concluded that the 7E learning strategy is a more effective approach for improving students’ attitudes towards stoichiometry in chemistry. Based on these findings, it was recommended that chemistry teachers receive training on implementing this teaching strategy in their classrooms.