The effectiveness of using the 7E learning cycle model in grade 10 students' mathematics performance and motivation

Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Minie Rose C. Lapinid

Defense Panel Chair

Levi E. Elipane

Defense Panel Member

Maricar S. Prudente
Wilmer G. Marquez
Voltaire M. Mistades


This study aimed to investigate the effectiveness of the use of the 7E learning cycle model in Grade 10 students Mathematics performance and motivation. The study was conducted in a private catholic school at Paranaque City during the third quarter of the school year 2017 2018. The respondents were two intact classes in Grade 10 comprised of eighty-seven (87) students, forty-four (44) studied mathematics using the 7E learning cycle model and forty-three (43) studied the same content by using the teacher-led discussion model.

A quasi-experimental pretest-posttest design was utilized to compare the mathematics performance of the two groups of students. Then, a motivation survey entitled Mathematics Motivated Strategies for Learning Questionnaire (MMSLQ) was also administered to know the motivation of the students towards learning Mathematics. Classroom and direct observations, interviews to students, and students written evaluation were taken as additional data to support the study on the effectiveness of the 7E learning cycle model towards teaching Mathematics. Both quantitative and qualitative method of research were used.

T-test for independent samples showed no significant difference in the pretest mean scores of the experimental and control groups. However, a significant difference exists in their pre motivation mean scores. One-way ANCOVA results analysis of the students posttest and post motivation mean scores indicated significant differences between the two groups. The result showed that the experimental group who used the 7E learning cycle model achieved higher mathematics performance than the control group. More so, the 7E learning cycle model motivates more the students to study Mathematics. In addition, a significant difference also exists in one-way MANCOVA between the two groups when the dependent variables were combined and controlled the covariates.

Results of the qualitative analysis showed that the 7E learning cycle model is an effective teaching strategy in mathematics. It focuses on student-centered learning where the students are actively involved in constructing their own ideas on a certain concept, deriving formulas and solving problems. The learning module was perceived to be more effective than a textbook since it is summarized, easy to understand, and a lot of exercises are provided. The teacher facilitates the learning process and guides the students as they do collaboratively the learning activities while the students were observed to be actively engaged in their own learning.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 in.


Mathematics--Study and teaching--Philippines

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