EFFECT OF 7E-LEARNING INSTRUCTIONAL STRATEGY ON GENDER AND STUDENTS’ MATHEMATICAL ABILITY IN PHYSICS PRACTICAL ACHIEVEMENT IN LAGOS STATE

Abstract

The research assessed the effectiveness of the 7E-Learning instructional approach in minimising
gender-related gaps and differences in mathematical ability affecting physics practical
achievement in Lagos State. A quasi-experimental research framework was utilised for the study,
comprising 372 respondents selected from six schools using stratified and simple random
sampling methods within six educational districts of Lagos State. Reliability was determined
through the test–retest procedure, producing reliability coefficients of 0.84 and 0.72
respectively. Data were analysed through mean scores, standard deviation, and inferential
statistics (ANCOVA). The results indicated that female students in the Experimental Group
obtained higher mean scores than their male counterparts within the same group. In addition, a
statistically significant variation existed in the mean achievement scores of learners exposed to
the 7E-Learning instructional strategy compared with those instructed through the conventional
teacher-centred demonstration approach. The study concluded that the 7E-Learning
instructional strategy considerably improves students’ performance in physics practical
activities, with female students showing greater gains. The study further suggested that physics
instructors integrate the 7E-Learning instructional strategy into classroom practice to promote
learner-centred and constructivist teaching environments while reducing gender disparities in
achievement. Moreover, curriculum development agencies should organise professional
development programmes aimed at providing educators with the competencies required for the
effective application of the 7E-Learning instructional strategy during practical lessons.