Testing the Effectiveness of 7E-Inquiry Integrated Module on Learning Achievement of Form Two Basic Science Students with Different Cognitive Level

Abstract

The purpose of this study is to investigate the effectiveness of 7E Inquiry Integrated Module. The purposive sampling method was used to select 73 participants distributed among Concrete, and formal cognitive levels based on (LCTSR) Lawson Classroom Test of Scientific Reasoning. States of Matter Achievement Test (SMAT) was used in pre-test and Posttest and delayed posttest for data on academic achievement. The researchers randomly assigned students to an experimental group (39 students) and a control group (34 students). Four research questions guided the study. Meanwhile, the standard deviation was used to answer the research questions. The Mixed between and within-subject ANOVA and Kruskal-Wallis tests and Mann-Whitney test were used to test the Null Hypotheses at P<0.05. The significant findings revealed that the experimental group students evidenced more learning achievements and retention of information than the control group students (p<0.05). The Formal developmental level students showed more learning achievements than the Concrete developmental level students (p<0.05) across the group. Statistical interactions of phase and treatment were found to be significant (p<0.05) in learning achievement.