Effect of 7 e’s instructional strategy on the academic achievement in mathematics among senior secondary school students in ijebu ode, ogun state, nigeria

Abstract

The deployment of appropriate teaching methods tailored to specific learning objectives is essential for effective knowledge transmission in our secondary schools and in response to these challenges, educators are increasingly turning to innovative instructional strategies designed to promote active learning and deeper comprehension. Therefore, this research examines the impact of 7 Es instructional strategy on the achievement of the senior secondary school students in mathematics. The study was guided by pretest, posttest, and control group quasi experimental approaches. Eighty respondents were from two senior secondary education (SS1) in Ogun State's Ijebu Ode Local Government Area, Nigeria. Constituted part of the study sample. Three hypotheses were formulated and evaluated at the significance threshold of 0.05. A mathematics achievement test (MAT) and a teaching guide on the strategies were developed to guide the research. The MAT was validated and a reliability index of 0.82 was derived using the split half method. The results revealed that mathematics achievement among senior secondary school students was significantly impacted by 7 Es instructional strategy, Moreover, there was no discernible effect of gender on student children's mathematical ability, and the students' achievement in mathematics was not significantly impacted by the interplay between gender and approach. The study found that the application of the 7 Es instructional strategy significantly impacted the achievement in mathematics of Ogun state, Nigeria's senior secondary school students in Ijebu Ode. Therefore, it is suggested that this strategy should be integrated into the process of instruction and learning in secondary schools.