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Effects of 7E Learning Model on Science Learning in the Philippine Context: A

Scoping Review

Article · December 2022

DOI: 10.37012/jipmht.v6i2.1160

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 Jurnal Inovasi Pendidikan MH Thamrin
Journal Educational Innovation of MH Thamrin
Volume 6 - Number 2, 2022
Journal homepage: http://journal.thamrin.ac.id/index.php/jipmht
ISSN : 2549-3310 (print), 2623-2901 (online)

Review Article Open Access

Effects of 7E Learning Model on Science Learning in the Philippine Context:

A Scoping Review
Danilo V. Rogayan Jr.*

College of Teacher Education, President Ramon Magsaysay State University, Philippines

*Corresponding author email: danrogayan@prmsu.edu.ph

Article Info Abstract

Received: 8 September 2022
Revise: 25 December 2022
Accepted: 28 December 2022
Publisher:
Universitas Mohammad Husni
Thamrin, Pondok Gede Street
No.23-25 East Jakarta 13550,
Website: thamrin.ac.id
The use of 7E instructional strategy in teaching science has been done by
several teacher-practitioners globally. However, a review of the available
literature on the effects of the learning model in learning science has not
been fully explored specifically in the Philippines. This study utilized a
scoping review to determine the effects of 7E learning model on science
learning in the Philippine context. A total of 10 published articles that
satisfied the inclusion and exclusion criteria were used in the analysis. To
provide an overview of the findings, a qualitative summary of the results
was created. Results revealed that the 7E learning model has positive effects
on science learning. The 7E instructional strategy can enhance the students’
conceptual knowledge and understanding in science, develops their science
process skills, sustains their high-order thinking skills, improves their
performance and academic achievement, strengthens their self-efficacy,
arouses their interest, and motivates them to engage in science lessons,
advances environmental stewardship, reduces misconceptions, and can
serve as an effective instructional model in virtual science learning. This
paper offers several pedagogical implications discussed in the paper.

Keywords: 7E learning model, instructional strategy, Philippines

Copyright © 2022. Jurnal Inovasi Pendidikan MH Thamrin is licensed under a Creative Commons
Attribution 4.0 International License.

How to cite:
Rogayan, D. V. (2022). Effects of 7e learning model on science learning in the philippine context: a
scoping review. Jurnal Inovasi Pendidikan MH Thamrin, 6 (2), 13-21.

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 Jurnal Inovasi Pendidikan MH Thamrin - Vol 6, No 2, 2022

INTRODUCTION
The 7E learning model is one of the many pedagogical strategies which has been found
to be effective in teaching science. This model encompasses seven significant steps such as
elicit, engage, explore, explain, elaborate, evaluate, and extend. These steps cultivate the
scientific literacy of learners. Understanding the positive effects of the 7E learning model in
science learning is indispensable so that science teachers will be able to design their lessons
well. The need to synthesize the previous studies through scoping review may inform science
educators of the different effects of the 7E learning strategy in science teaching and may further
guide them in contextualizing, localizing and indigenizing the strategy to suit the context of
the learners.
The 7E learning model's primary objective in scientific education is to emphasize the
growing significance of stimulating prior understandings and transferring ideas to new
situations (Balta & Sarac, 2016). This pedagogical model is a learner-centered approach
consisting of stages of activities designed in such a manner that students may master the
learning skills via active participation (Fatimah & Anggrisia, 2019). Furthermore, the 7E
learning model enhances the critical thinking and creative thinking of students which are
crucial in their understanding of the nature of science.
Globally, many studies have been done to explore the effects of 7E instructional strategy
on science learning. Its effects on science learning are reported in several scholarly literatures.
Based on the literature survey, the 7E instructional strategy can positively influence the
students’ retention ability (Abdullahi et al., 2021; Adam et al., 2022; Sarac & Tarhan, 2017),
increases academic achievement (Cherono et al., 2021; Gyampon et al., 2020 Sarac & Tarhan,
2017), promotes conceptual understanding in science (Ibrahim et al, 2022; Wodaj & Belay,
2021), and develops science process skills (Hartini et al., 2020), increases students’ knowledge
and skills (Suardana et al., 2018), enhance students’ curiosity and critical thinking skills
(Abdullahi et al., 2021; Suardana et al., 2018), and positively influence students to actively
participate in learning activities and in the formulation of research and investigatory projects
(Suardana et al., 2018).
In the Philippines, the use of 7E in teaching science has been explored by many Filipino
researchers and teacher-practitioners (Abas et al., 2019; Briones & Errabo, 2021; Cajayon &
Benavides, 2022). Such studies employed action research and descriptive research designs.
However, there is a dearth of studies that utilizes a scoping review methodology in exploring
the effects of the strategy in the local setting.
The use of the scoping review is significant to map out the existing studies conducted
as regards the 7E learning model. This will give a better picture of the effectiveness of the
learning model in science learning in the Philippine setting. Moreover, the scoping review can
serve as an important baseline in setting a research agenda regarding the use of the 7E learning
model in science instruction.
Hence, this scoping review aimed to determine the effects of the 7E learning model on
science learning in the Philippine context. This will further give adequate information in
localizing the strategy to further enhance the scientific literacy of Filipino learners.

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 Jurnal Inovasi Pendidikan MH Thamrin - Vol 6, No 2, 2022

METHOD
This study utilized a scoping review methodology in analyzing scholarly literature that
reported the effects of 7E instructional model in science learning in the Philippine context.
Arksey and O'Malley (2005) defined scoping review as a technique for identifying literature to
produce comprehensive results, with the obligation to identify all relevant material regardless
of design. Researchers engage in reflexivity across phases of its iterative and non-linear
procedure. Arksey et al. (2005) detailed the stages of scoping review, which include identifying
research questions, locating relevant studies, selecting studies, charting data, and compiling,
summarizing, and reporting results.
In accordance with recommendations for scoping studies and Preferred Reporting Items
for Systematic Reviews and Meta-Analyses (PRISMA) protocols (Moher et al, 2009), the
researcher devised a search strategy to identify articles pertaining to the 7E learning model
(Figure 1).

Figure 1. PRISMA Flow chart.

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 Jurnal Inovasi Pendidikan MH Thamrin - Vol 6, No 2, 2022

For the selection of articles, the following inclusion criteria were used: (a) utilized 7E
learning model in science discipline; (b) conducted in the Philippine setting; (c) published in a
journal or conference proceeding from 2018 to 2022; and (d) authored by Filipino scholars.
The researcher entered the following search parameters in the Google Scholar database:

Address=“7E” AND “science” AND Philippines

Timespan=2018-2022

The initial search of the Google Scholar database yielded a total of 25 articles. After
removing duplicates, only 18 papers remained; these were screened based on their titles and
abstracts. The articles were evaluated for eligibility and included in the preliminary evaluation.
This scoping review included a total of 10 articles that met the search parameters and were
included in the results.
Ten sampled articles were used by the researcher in the scoping review. Two of which
were published in 2019, one in 2020, six in 2021, and 1 in 2022.

RESULTS AND DISCUSSION

Study Characteristics
As shown in Table 1, four articles were conducted in Luzon, Philippines; four in
Mindanao; and two in the National Capital Region (NCR). The studies employed either one or
two research designs. There were eight action researches, three instructional development
designs, and one descriptive research. Two of the action researches utilized the Plan-Do-
Check-Act (PDCA) cycle.

Table 1. Summary of the Sampled Studies

Author(s) & Research Sample Locale of Discipline Education
Year Design Characteristics Study Type
Abas et al. Instructional Grade 11 STEM Iligan City, Earth Science Senior High
(2019) development students PH School
study; pre-
posttest quasi-
experimental
research
Briones and PDCA action Teacher education Manila, PH Cell and College
Errabo research; students (who Molecular
(2021) have already taken Biology
Genetics and
Biochemistry
courses)
Cajayon and Instructional 25 Grade 11 Sorsogon, Life Science Senior High
Benavides development HUMMS students; PH School
(2022) study; one- 5 science teaching
group experts
experimental
research

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 Jurnal Inovasi Pendidikan MH Thamrin - Vol 6, No 2, 2022

Errabo et al. PDCA action 8 BSED students Manila, PH Environmental College

(2021) research; with specialization Science
time-series in
experiment Biology,
approach Chemistry, and
Physics
Lubiano and Two-group 136 Grade 12 Quezon, General Senior High
Magpantay quasi- STEM learners PH Chemistry 1 School
(2021) experimental (divided into two
action research groups)
Masalunga Solomon Four- 122 Grade 12 Batangas, Earth and Life Senior High
(2019) Group design TVL learners PH Science School
action (divided into 4
research groups)
Migalang and One-shot 30 Grade 11 stem Misamis Disaster Senior High
Azuelo pretest-posttest students Oriental, Readiness and School
(2020) pre- PH Risk Reduction
experimental
design
San Miguel Two-group 70 Grade 5 pupils Laguna, PH Science Grade 5 Elementary
(2021) experimental
design
Tecson et al. Instructional Grade 8 learners Iligan City, Science Grade 8 Junior High
(2021) development PH School
design
Vallespin Descriptive 40 Grade 12 Cagayan de General Senior High
(2021) research STEM students Oro City, Chemistry 1 School
PH
Note: PH - Philippines
In terms of the experimental designs, three studies employed two-group experimental
design, two studies used one-shot design, and one study employed four-group design.
The participants of the sampled studies were mostly senior high school students taking
up STEM academic strand (4 studies), TVL (1), and HUMSS (1). Two studies utilized
preservice science teachers as participants, while one study used Grade 5 elementary pupils,
and another study used Grade 8 students.
All of the studies focused on science disciplines such as earth and life science (4 studies),
general chemistry (2), environmental science (1), disaster readiness and risk reduction (1),
elementary science (1), and secondary science (1). These areas are selected based on the
selection criteria that sampled articles must be in science education. Six studies were conducted
in senior high school, two studies in college, one study in junior high school, and one study in
elementary.

Effects of 7E Learning Model on Science Learning

Table 2 presents the summary of sampled articles accentuating the effects of 7E
instructional strategy on science learning. The scoping review evidently shows the
effectiveness of the 7E instructional strategy in science education.
The qualitative matrix revealed that the 7E instructional strategy enhances the students’
conceptual understanding (Abas et al., 2019; Vallespin, 2021) and enhances students’
knowledge and understanding of the select topics and basic concepts in science (Cajayon &

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 Jurnal Inovasi Pendidikan MH Thamrin - Vol 6, No 2, 2022

Benavides, 2022). This implies that 7E is effective in students’ conceptual retention and
mastery of scientific ideas and principles. The use of 7E reinforces the students’ skills in
remembering and understanding scientific concepts and principles. Rogayan et al (2021)
reaffirmed that it is essential for STEM educators to craft instructional activities that include
performance tasks that boost students' conceptual comprehension and appreciation of science.
The 7E instructional strategy is critical in improving students’ learning as it expands students’
understanding of the nature of science and understanding of the world. It facilitates the
cultivation of their scientific literacy and scientific understanding.
The learning model also enriches the students’ science inquiry skills (Lubiano &
Magpantay, 2021), develops critical and analytical thinking skills (Masalunga, 2019), and
increases students’ cognitive learning (Migalang & Azuelo, 2020). Several studies have found
that inquiry-based methods improve science education (Abaniel, 2021). Inquiry skills are
quintessential skills that 21st-century learners must possess to survive and thrive in this
knowledge-based society. The 7E model enables the learners to develop their high-order
thinking skills which are essential future job skills. Likewise, the cultivation of the scientific
literacy skills will equip the learners in the challenges of the fourth industrial revolution (FIRe).
In the context of the FIRE, enhancing learners' 21st-century abilities will greatly assist them in
becoming future-ready and internationally competent workforce members in the global
economy (Rogayan, Gallardo, Lacaste, and Roque, 2021).
The 7E pedagogical strategy in science also improves students’ performance (Cajayon &
Benavides, 2022; Errabo et al., 2021; Tecson et al., 2021), boosts their efficacy (Errabo et al.,
2021), and enhances learners’ academic achievement (San Miguel, 2021). This suggests that
the strategy can be used to further augment the performance of students in science classes, and
also improves their academic standing. Utilizing engaging and interesting pedagogical
approaches such as the 7E model in teaching Gen Z learners could increase the students’
motivation and academic achievement (Rogayan, Padrique, & Costales, 2021). The use of 7E
model can likewise improve teachers’ critical and creative thinkings skills as they are immersed
in the development of the different learning tasks including the type of assessment strategies
and the learning approaches embedded in the seven stages of the learning model.

Table 2. Effects of 7E on Science Learning in the Philippine Context

Author(s) & Year Effects of 7E on Science Learning
Abas et al. (2019) • Improves students’ conceptual understanding of Earth Systems.
• Improves students’ behavioral responses towards the lesson
Briones and Errabo • Is effective model of instruction in e-learning in science.
(2021)
Cajayon and • Is successful in teaching basic science concepts
Benavides (2022) • Increases students’ performance
• Enhances students’ knowledge and understanding of the select
topics
Errabo et al. (2021) • Augments students’ performance
• Enhances students’ efficacy
• Imposes a positive attitude among students
• Advances environmental empathy across ecological conditions to
drive a holistic attitude and responsible citizenship.

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 Jurnal Inovasi Pendidikan MH Thamrin - Vol 6, No 2, 2022

Lubiano and • Enriches science inquiry skills

Magpantay (2021)
Masalunga (2019) • Develops critical and analytical thinking skills
Migalang and • Increases students’ cognitive learning
Azuelo (2020) • Increases students’ interest
San Miguel (2021) • Enhances learner’s academic achievement
Tecson et al. (2021) • Has a positive effect on the performance of the students
Vallespin (2021) • Improves learners’ conceptual understanding of Gas Laws
• Reduces the occurrence of alternative conceptions among the
learners

Furthermore, the strategy also has positive effects on the attitude of the students. The
strategy enhances students’ attitudes (Errabo et al., 2021), improves students’ behavioral
responses towards the lesson (Abas et al., 2019), arouses their interest in science lessons
(Migalang & Azuelo, 2020), and advances environmental empathy across ecological
conditions to drive a holistic attitude and responsible citizenship (Errabo et al., 2021). This
connotes that the 7E strategy does not only improve students’ academic achievement but also
their motivation and interest in science. It is crucial for science teachers to also augment
students’ engagement, interest, and motivation in learning the subject so that students can
further see its relevance and meaning for them.
The 7E has also been found to be an effective model of instruction in e-learning in science
(Briones & Errabo, 2021). This implies that 7E learning model can be integrated into designing
online lessons in science, especially in this digital era. Lastly, 7E is an effective tool in reducing
the occurrence of alternative conceptions among learners (Vallespin, 2021). The
misconceptions of the students can be further corrected through the use of the 7E instructional
model.

CONCLUSION
This scoping review reveals that the 7E learning model has positive effects on science
learning in the Philippine context. The 7E instructional strategy can enhance the students’
conceptual knowledge and understanding in science, develops their science process skills,
sustains their high-order thinking skills, improves their performance and academic
achievement, strengthens their self-efficacy, arouses their interest, and motivates them to
engage in science lessons, advances environmental stewardship, reduces misconceptions, and
can serve as an effective instructional model in virtual science learning. The 7E learning model
is an effective pedagogical strategy for developing scientifically-literate, future-ready and
future-proof learners in this knowledge-based era.
This scoping review offers the following pedagogical implications. First, science
teachers from elementary to tertiary levels, may use the strategy in improving the science
achievement of the learners. Second, modifications may be done by the teachers to suit the 7E
implementation in different contexts and disciplines of science. And lastly, school
administrators could send their faculty for re-tooling and upskilling programs on the basic
rudiments of the 7E learning model in teaching science.
This scoping review only focused on the 7E learning model as applied in science
instruction in the Philippine context. Future scoping review may focus on the effectiveness of

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 Jurnal Inovasi Pendidikan MH Thamrin - Vol 6, No 2, 2022

the learning model in other disciplines such as Mathematics, and English. Likewise, further
exploration may also be done in other learning models in science such as the 5E learning model.

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