THE EFFECTS OF 7ES LEARNING METHOD ON ACADEMIC PERFORMANCE IN CHEMISTRY IN SOME SELECTED SCHOOLS IN BIRNIN KEBBI, KEBBI STATE.

This study examined the effect of the 7Es Learning Method on students’ academic performance in Chemistry. The research adopted a quasi-experimental design involving two groups: an experimental group taught using the 7Es method and a control group taught with the conventional lecture method. A sample of (105) senior secondary school students was randomly selected from two schools within the study area. The instrument used for data collection was the Chemistry Performance Test and Students Motivation Questionnaire in Chemistry which was validated by experts and had a reliability coefficient of 0.78 and 0.73 was established through pilot testing. Data collected were analyzed using mean, standard deviation, and t-test statistics to determine significant differences between the two groups. The findings revealed that students exposed to the 7Es Learning Method performed significantly better than those taught through the conventional lecture method. The method also enhanced students’ conceptual understanding and retention of Chemistry concepts by actively involving them in learning activities. Based on these results, it was concluded that the 7Es Learning Method is an effective instructional approach that promotes meaningful learning and improved academic performance in Chemistry. The study recommended that Chemistry teachers adopt the 7Es framework to make teaching more engaging and to foster deeper understanding among learners. Curriculum developers and educational policymakers were also encouraged to incorporate the 7Es approach into secondary school science curricula to improve teaching and learning outcomes.