Effect of 7Es Instructional Cycle on Senior Secondary Mathematics Students Learning Outcomes in Gusau, Zamfara State, Nigeria

The study investigated the effects of 7Es instructional cycle on senior secondary mathematics school students learning outcomes in Gusau, Zamfara State, Nigeria. A pre-test post-test quasi experimental research design was adopted where two research questions and two null research hypotheses guided the study. The target population was 6,466 (3,154 male and female 3,312). The sample consists of 216 (103 male and 113 female) senior secondary school two mathematics students using an intact class. A total of 40 multiple choice objective questions were used for data collection at pre-intervention test and post-intervention test. Geometry Achievement Test (GAT) was instrument developed for the study. The instrument was validated by experts and pilot tested. A reliability coefficient of 0.75 was obtained for Geometry Achievement test using Pearson Product Moment Correlation (PPMC) and the instruments were reliable for the study. Mean and Standard Deviations was used to answer the research questions and Analysis of Variance (ANOVA) was used for testing the hypotheses at 0.05 level of significance. Findings revealed that there was significant difference in the mean achievement scores of senior secondary school male and female students taught mathematics using 7Es instructional cycle strategies and those taught with lecture method. that there was significant difference in the mean retention scores of senior secondary school male and female students taught mathematics using 7Ess instructional cycle strategies and those taught with lecture method. It was recommended among others that Geometry teacher’s awareness of 7Es instructional cycle of teaching should be created through workshops, seminars and conferences on teaching strategies.