ISSN: 2222-6990
Open access
This study investigates the effectiveness of the 7E Learning Cycle Strategy in enhancing students’ acquisition of electrochemistry concepts, development of scientific skills, and motivation toward learning science among third-grade secondary students in Saudi Arabia. Electrochemistry is known to present significant conceptual challenges for students due to its abstract nature and multi-level representations. Using a quasi-experimental design, the study compared the performance of students taught through the 7E Learning Cycle Strategy with those taught using traditional methods. A sample of 122 students (male and female) was selected from public secondary schools in Riyadh. Data collection tools included a concept acquisition test, a scientific skills test, and a motivation scale. Statistical analyses revealed that students in the experimental group significantly outperformed their peers in concept acquisition and scientific skills. Moreover, the strategy showed a positive impact on student motivation. Gender differences were also explored and discussed in light of Saudi Arabia’s educational structure. The findings support the integration of the 7E Learning Cycle Strategy in chemistry instruction to foster deeper understanding, critical thinking, and active student engagement. The study provides practical implications for curriculum developers and science educators aiming to improve chemistry education in similar educational contexts.
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