Effects of 7E’s Model on Misconceptions and Achievement in Algebraic concept among Secondary School Students' in Sokoto State, Nigeria
DOI:
https://doi.org/10.64348/zije.2025150Keywords:
Achievement, Misconceptions, Instructional Modules, 7E’s Model, peer tutoring.Abstract
This study investigated the Effects of 7E’s Model on Misconceptions and Achievement in Algebraic concept among Secondary School Students' in Sokoto State, Nigeria. The study employed a non-randomized control group, pretest-posttest quasi-experimental design, with the population of 22,173 SSII students from all public senior secondary schools in Sokoto Education Zones excluding gwaranyo and gwadabawa education zones due to security concern. From these, a sample of 378 SSII students drawn from four public senior secondary schools in Sokoto Education Zones (Sokoto North, Sokoto South, Bodinga, and Yabo) through stratified random sampling. Simple random sampling technique was used to select one school from each zone. Students Algebraic Achievement Test (SAAT; Validity = 0.93, reliability = 0.71) and the 5-Tier Students’ Algebraic Misconception Test (SAMT; Validity = 0.97, reliability = 0.92) were used for data collection. Mean, Standard deviation, percentages, and frequencies were used to answer research questions, while the One- way ANOVA was used to analyze hypothesis at a 0.05 significance level. Findings revealed that students taught using the 7E’s Model demonstrated significantly greater improvement in achievement and reduction of misconceptions compared to those in the Peer Tutoring and Demonstration method groups. 7E’s Model is the most effective of the three approaches and recommends its regular integration into algebra instruction to foster deeper conceptual understanding and minimize misconceptions. Future research should be extended to different states in Nigeria and over longer instructional periods to test the generalizability and long-term effects of the 7E’s Model and Peer Tutoring.
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