Impact of Concept-Based Activities Using the E-7 Learning Model on Students’ Academic Achievement and Critical Thinking in General Science

Abstract

The study aimed to compare two teaching strategies for general science at the elementary level: concept-based activities (CBA) and traditional lecture methods (TLM). The experimental group received instruction through concept-based activities, while the control group was taught using traditional lectures. The primary purpose of the study was to enhance students’ critical thinking abilities. A factorial design was employed, and student achievement was measured using 80 multiple-choice questions (MCQs) on the SAT. The E-7 learning model was applied, and four null hypotheses were tested before and after treatment. Findings revealed that both boys and girls showed significant improvement in mean achievement scores after treatment. A sample of 100 students was selected from Government Girls Primary School Dingi, Haripur, and Government Boys Primary School Dingi. Data were analyzed using mean scores, standard deviation, and independent sample t-tests, with Cohen’s d used to measure effect size. Overall, the study suggests that concept-based activities are an effective teaching strategy for general science at the elementary level. Moreover, they foster critical thinking skills among students. Specifically, the use of the E-7 learning model supports concept development more effectively than traditional lecture methods.