VOLUME 1, ISSUE NO.

5, (2023) | ISSN: 2994-9521

http://multijournals.org/index.php/excellencia-imje/index

Reimagining Science Education in the Philippines:

A Systematic Analysis of the 7E Learning Cycle
Model's Efficacy

Charmaine Y. Lisao
Teacher III, Department of Education, Division of Cebu Province, Philippines
https://orcid.org/0000-0001-8131-1481 | charmaine.lisao@gmail.com

Osias Kit T. Kilag

School Principal, PAU Excellencia Global Academy Foundation, Inc., Toledo City, Cebu,
Philippines / Vice-President for Academic Affairs and Research, ECT Excellencia Global
Academy Foundation, Inc., Buanoy, Balamban, Cebu, Philippines
https://orcid.org/0000-0003-0845-3373 | okkilag12@gmail.com

Jhon Mark G. Tamayo

Teacher 1, Department of Education, Schools Division of Zamboanga del Norte, Philippines
https://orcid.org/0009-0004-9617-4298 | johnmark.tamayo001@deped.gov.ph

Julanie L. Abella
Teacher III, Department of Education, Schools Division of Toledo City, Philippines
https://orcid.org/0009-0000-1640-7196 | julanieabellalife@gmail.com

Neil A. Cañete
Teacher II, Department of Education, Schools Division of Toledo City, Philippines
https://orcid.org/0009-0000-5151-1394 | neil.canete@deped.gov.ph

Cara Frances K. Abendan

Administrative Assistant, ECT Excellencia Global Academy Foundation, Inc., Balamban, Cebu,
Philippines | https://orcid.org/0000-0002-6363-7792 | carafrances03@gmail.com

Abstract:

This study presents a comprehensive systematic analysis of the 7E Learning Cycle Model's
efficacy in transforming science education in the Philippines. Through a meticulous examination

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of existing literature and empirical data, the study investigates the model's impact on student
engagement, conceptual understanding, and overall learning outcomes. Four key themes
emerged from the analysis, emphasizing the diverse implementation strategies and associated
challenges, the model's role in fostering enhanced student engagement and active learning, the
significant improvement in students' conceptual understanding and knowledge retention, and
recommendations for the sustainable integration of the model within the Philippine education
system. The findings underscore the model's potential in promoting hands-on experimentation,
collaborative learning, and technology-enhanced teaching methodologies, thereby creating a
dynamic and participatory learning environment for students. Additionally, the study highlights
the model's role in fostering a deeper comprehension of scientific concepts, encouraging critical
thinking, and nurturing a lifelong passion for scientific inquiry among Filipino learners. The
study concludes with recommendations for policymakers and educational stakeholders,
emphasizing the importance of comprehensive teacher training programs, tailored instructional
materials, and collaborative networks to facilitate the model's sustainable implementation and
contribute to the cultivation of a scientifically proficient and technologically adept workforce in
the Philippines.

Keywords: 7E Learning Cycle Model, science education, Philippines, student engagement, active
learning, conceptual understanding

Introduction:

Science education plays a pivotal role in fostering critical thinking, problem-solving skills, and
scientific literacy among learners, thereby contributing to the development of a scientifically
inclined society (Napal, et al., 2020). In the context of the Philippines, efforts to enhance science
education have been underway, aiming to address challenges related to the delivery and
effectiveness of science curricula in various educational settings. With the growing emphasis on
active learning approaches, the 7E Learning Cycle Model has emerged as a potential framework
to revitalize science education practices (Bozkurt, et al., 2020).

Originally introduced by Roger Bybee in the 1990s, the 7E Learning Cycle Model emphasizes an
iterative process that includes seven key phases: Engagement, Exploration, Explanation,
Elaboration, Extension, Evaluation, and Experience (Vinzon, 2023). Each phase is designed to
promote active student participation, conceptual understanding, and the application of knowledge
in real-world contexts. This pedagogical framework encourages a student-centered approach,
promoting hands-on experimentation, collaborative learning, and the integration of technology to
enhance the learning experience.

While the 7E Learning Cycle Model has gained recognition for its potential in improving science
education outcomes, limited research has systematically evaluated its efficacy within the
Philippine educational context. As such, this study aims to fill this gap by conducting a
comprehensive analysis of the 7E Learning Cycle Model's effectiveness in enhancing science
education in the Philippines. By examining its implementation across diverse educational
settings and assessing its impact on student engagement, conceptual understanding, and retention
of scientific knowledge, this research seeks to provide insights into the model's applicability and
potential for fostering a culture of scientific inquiry among Filipino learners.

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Through a systematic examination of existing literature, empirical data, and case studies, this
research endeavors to provide empirical evidence and practical recommendations that can inform
policy initiatives, curriculum development, and instructional practices aimed at reimagining
science education in the Philippines. By addressing the challenges and opportunities associated
with the integration of the 7E Learning Cycle Model, this study aspires to contribute to the
ongoing discourse on effective pedagogical strategies for cultivating a scientifically proficient
and technologically adept workforce in the Philippines.

Literature Review:

The 7E Learning Cycle Model has gained significant attention in the field of science education
for its potential to foster student engagement, critical thinking, and conceptual understanding.
While the model has been widely recognized for its effectiveness in promoting active learning,
the literature suggests a dearth of comprehensive research evaluating its impact within the
context of the Philippines.

In the broader context of science education, various studies have underscored the significance of
active learning strategies in enhancing student outcomes. For instance, a study by Theobald, et
al. (2020) highlighted the benefits of active learning in improving student performance and
reducing achievement gaps in science education. Similarly, Manuaba (2022) meta-analysis
emphasized the positive correlation between active learning and student conceptual
understanding, critical thinking, and problem-solving skills. These findings underscore the
importance of exploring the potential efficacy of the 7E Learning Cycle Model in the
Philippines, where the need for innovative pedagogical approaches is increasingly pronounced.

Furthermore, the literature reflects a growing emphasis on student-centered learning approaches

in the Philippines, aligning with the core principles of the 7E Learning Cycle Model. As
highlighted in the Department of Education's K to 12 Basic Education Curriculum, there is a
concerted effort to promote inquiry-based learning, hands-on experimentation, and the
integration of technology in science education (Kilag, et al., 2023). The curriculum's focus on
enhancing students' scientific literacy and research skills resonates with the underlying
philosophy of the 7E Learning Cycle Model, emphasizing the importance of student engagement
and active participation in the learning process.

However, despite the alignment between the goals of the K to 12 Curriculum and the 7E
Learning Cycle Model, there remains a paucity of empirical evidence evaluating the model's
applicability and effectiveness in the Philippine educational context (Kilag, et al., 2023). While
some localized studies have highlighted positive outcomes associated with the implementation of
the 7E Learning Cycle Model in select schools and institutions, a comprehensive systematic
analysis that encompasses diverse educational settings and student populations is notably
lacking.

On the global front, several studies have examined the efficacy of the 7E Learning Cycle Model
in fostering student engagement and conceptual understanding. For instance, a study by Santi
and Atun (2021) emphasized the positive impact of the 7E Learning Cycle Model on student

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motivation and learning outcomes in a Turkish educational context. Similarly, a study conducted
by Gyampon, et al. (2020) underscored the model's effectiveness in promoting inquiry-based
learning and enhancing students' understanding of complex scientific concepts.

Building on these international insights, the current study seeks to fill the existing research gap
by providing a comprehensive analysis of the 7E Learning Cycle Model's efficacy in the
Philippines. By systematically examining its implementation across various educational settings
and assessing its impact on student engagement, conceptual understanding, and retention of
scientific knowledge, this research endeavors to contribute valuable empirical evidence that can
inform science education policy and practice in the Philippines (Kilag, et al., 2023). The study
aims to offer practical recommendations for educators, curriculum developers, and policymakers,
with the ultimate goal of reimagining and revitalizing science education in the Philippines to
cultivate a scientifically proficient and technologically adept workforce.

By drawing on the existing literature and incorporating insights from both global and local
studies, this research aims to provide a comprehensive overview of the current state of science
education in the Philippines and lay the groundwork for future research and pedagogical
initiatives aimed at leveraging the 7E Learning Cycle Model to its fullest potential.

Methodology:

The research employed a systematic literature review approach to comprehensively analyze the
efficacy of the 7E Learning Cycle Model in the context of science education in the Philippines.
The systematic review methodology encompassed the following steps, adhering to established
guidelines for systematic literature reviews:

The initial phase involved formulating specific research questions to guide the systematic review
process. The research questions were designed to explore the implementation of the 7E Learning
Cycle Model, its impact on student engagement, conceptual understanding, and the overall
effectiveness of science education in the Philippines.

A systematic and exhaustive search of electronic databases, academic journals, conference

proceedings, and relevant grey literature was conducted. The search strategy encompassed
keywords such as "7E Learning Cycle Model," "science education," "Philippines," and related
terms to ensure the inclusiveness of relevant studies published up to the pre-defined cutoff date.

Clear inclusion and exclusion criteria were established to select studies that met the
predetermined research objectives. Studies were included if they focused on the implementation
and evaluation of the 7E Learning Cycle Model within the Philippines' science education
context. Studies not meeting the inclusion criteria or lacking empirical data were excluded from
the review process.

Two independent reviewers screened the retrieved literature based on the predetermined
inclusion and exclusion criteria. Any discrepancies in the selection process were resolved
through discussions and consensus among the reviewers.

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The selected studies underwent a rigorous data extraction process to capture pertinent
information, including study design, participant characteristics, key findings, and implications
for science education in the Philippines. A systematic synthesis of the extracted data facilitated
the identification of common themes, trends, and gaps in the literature.

The methodological quality of the selected studies was critically appraised using established
evaluation tools. This process aimed to assess the reliability and validity of the research findings
and ensure the inclusion of high-quality evidence in the systematic review.

The synthesized data were subjected to qualitative analysis to discern patterns, discrepancies, and
emerging insights related to the efficacy of the 7E Learning Cycle Model in the Philippines'
science education landscape. Thematic analysis and content analysis were employed to
categorize and interpret the findings within the broader context of science education in the
country.

Findings and Discussion:

The systematic literature review yielded crucial insights into the efficacy of the 7E Learning
Cycle Model within the science education landscape in the Philippines. Four prominent themes
emerged from the analysis, shedding light on the model's implementation, impact on student
engagement, conceptual understanding, and its potential for fostering a culture of scientific
inquiry:

Theme 1: Implementation Strategies and Challenges

The systematic literature review showcased the diverse implementation strategies employed by
educational institutions in the Philippines to integrate the 7E Learning Cycle Model into their
science curricula. Notably, the review highlighted the widespread adoption of hands-on
experiments, collaborative learning activities, and the integration of technology-enhanced
teaching methodologies as effective means to facilitate the model's implementation. Studies such
as those by Yannier, et al., (2021) emphasize the importance of hands-on experiences in
promoting active learning and conceptual understanding among students.

However, the review also underscored the challenges inherent in the integration process.
Resource constraints, including limited access to laboratory equipment and materials, emerged as
a significant impediment to the seamless implementation of the 7E Learning Cycle Model. This
issue resonates with the findings of studies such as those by Cherono, et al. (2021), which
emphasize the crucial role of adequate resources in facilitating effective science education.
Moreover, the review highlighted the need for continuous professional development and
comprehensive teacher training programs to equip educators with the necessary pedagogical
skills and content knowledge required to effectively implement the model. Studies by Marfilinda,
et al. (2020) emphasize the pivotal role of teacher training in improving instructional practices
and student learning outcomes.

These challenges collectively underscore the necessity of addressing the systemic barriers that
hinder the successful integration of the 7E Learning Cycle Model in the Philippines' science

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education landscape. Policy interventions aimed at allocating sufficient resources, implementing
targeted teacher training programs, and fostering collaborative networks among educational
stakeholders are imperative to overcome these challenges (Kilag, et al., 2023). By addressing
these implementation hurdles, educational institutions can create an enabling environment that
facilitates the effective adoption of the 7E Learning Cycle Model, ultimately enhancing the
quality of science education and fostering a culture of inquiry and discovery among Filipino
students.

Theme 2: Enhanced Student Engagement and Active Learning

The systematic analysis unveiled a compelling trend, underscoring the positive impact of the 7E
Learning Cycle Model on student engagement and active participation within science classrooms
across various educational settings in the Philippines. The model's emphasis on experiential
learning, inquiry-based activities, and interactive discussions has been shown to foster a dynamic
and stimulating learning environment, effectively promoting students' curiosity and enthusiasm
for scientific exploration. Notably, research by Nicol, et al. (2020) has highlighted the pivotal
role of inquiry-based activities in enhancing student engagement and fostering a deeper
understanding of scientific concepts.

By actively involving students in hands-on experiments and collaborative learning activities

during the Engagement and Exploration phases of the 7E Learning Cycle Model, educators
created opportunities for students to develop a genuine interest in scientific phenomena and
cultivate a sense of ownership over their learning experiences. The review identified that
interactive discussions and group-based problem-solving tasks during the Explanation and
Elaboration phases of the model not only facilitated knowledge construction but also encouraged
students to critically analyze and articulate their understanding of complex scientific principles.
Study by Lubiano and Magpantay (2021) has emphasized the importance of interactive learning
environments in promoting student engagement and fostering a deeper understanding of
scientific concepts.

Furthermore, the model's iterative structure, which encourages repeated exposure to scientific
concepts through the Extension and Evaluation phases, was found to reinforce students' learning
experiences and sustain their active participation in the scientific inquiry process. The
incorporation of technology-enhanced learning tools and multimedia resources further enhanced
student engagement, providing opportunities for interactive learning experiences that catered to
diverse learning styles and preferences. Notably, study by Gyampon, et al. (2020) has
highlighted the role of technology integration in promoting active learning and enhancing student
engagement in science education.

The findings underscore the significance of the 7E Learning Cycle Model in cultivating a
dynamic and participatory learning environment that fosters students' enthusiasm for scientific
exploration. By leveraging the model's emphasis on experiential learning and interactive
teaching methodologies, educators can create a conducive learning atmosphere that encourages
active student engagement, promotes critical thinking, and nurtures a lifelong passion for science
among Filipino learners (Kilag, et al., 2023).

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Theme 3: Improved Conceptual Understanding and Retention

The review highlighted compelling evidence demonstrating a significant enhancement in

students' conceptual understanding and knowledge retention when immersed in the 7E Learning
Cycle Model. The iterative structure of the model, comprising key phases such as exploration,
explanation, and elaboration, played a pivotal role in fostering a deeper comprehension of
intricate scientific concepts among students. Studies by Rogayan (2022) has emphasized the
significance of iterative learning approaches in promoting conceptual understanding and
knowledge transfer.

Through the experiential learning opportunities provided during the Exploration phase, students
were able to actively engage with scientific phenomena, fostering a concrete grasp of theoretical
concepts and principles. The subsequent Explanation and Elaboration phases facilitated in-depth
discussions and collaborative knowledge construction, enabling students to develop a
comprehensive understanding of the underlying scientific principles. This process not only
enhanced students' conceptual clarity but also empowered them to establish meaningful
connections between theoretical knowledge and practical applications, thereby fostering a
holistic approach to scientific learning. Study by Fatmawati, et al. (2023) has underscored the
importance of meaningful learning experiences in facilitating long-term knowledge retention and
transfer.

Moreover, the review emphasized the critical role of reflective practices and formative
assessments within the 7E Learning Cycle Model. By encouraging students to reflect on their
learning experiences and articulate their understanding during the Evaluation phase, the model
fostered a metacognitive awareness that further strengthened students' conceptual retention and
application of scientific knowledge. The integration of formative assessments throughout the
learning process enabled educators to gauge students' progress, identify learning gaps, and
provide timely feedback, fostering a supportive learning environment conducive to sustained
knowledge retention (Kilag, et al., 2023). Study by Abdullahi, et al. (2021) have highlighted the
significance of formative assessments in promoting student learning and improving knowledge
retention. By emphasizing iterative learning experiences, reflective practices, and formative
assessments, the model effectively facilitated a comprehensive and enduring grasp of scientific
concepts, nurturing students' ability to apply theoretical knowledge to real-world contexts and
fostering a lifelong appreciation for scientific inquiry.

Theme 4: Recommendations for Sustainable Implementation

The systematic review's findings provided valuable insights into the imperative measures
required for the sustainable implementation of the 7E Learning Cycle Model within the
Philippines' science education framework. Drawing on the research, the review put forth several
key recommendations aimed at fostering an environment conducive to the successful integration
and long-term effectiveness of the model.

Firstly, the review emphasized the critical need for comprehensive teacher training programs
tailored to equip educators with the requisite pedagogical skills and content knowledge necessary
for effectively implementing the 7E Learning Cycle Model. A study by Cherono (2021) has

106
underscored the pivotal role of continuous professional development in enhancing instructional
practices and student learning outcomes. By investing in targeted teacher training initiatives,
educational institutions can empower educators to effectively leverage the 7E Learning Cycle
Model's pedagogical framework, thereby fostering an engaging and dynamic learning
environment for students.

Furthermore, the review highlighted the significance of developing tailored instructional

materials aligned with the 7E Learning Cycle Model, catering to the specific needs and learning
styles of Filipino students. The creation of interactive learning resources, including multimedia
tools, hands-on experiment kits, and inquiry-based learning modules, can effectively support
educators in implementing the model and enhance students' engagement and understanding. A
study by Adam, et al. (2022) have emphasized the pivotal role of tailored instructional materials
in promoting active learning and fostering a deeper understanding of scientific concepts among
students.

Additionally, the review emphasized the importance of fostering collaborative networks among
educators, policymakers, and educational stakeholders to facilitate knowledge sharing, best
practice dissemination, and ongoing professional support. Collaborative networks can serve as
platforms for educators to exchange innovative teaching methodologies, share successful
implementation strategies, and collectively address challenges related to the integration of the 7E
Learning Cycle Model. A study by Ramos, et al. (2022) has highlighted the benefits of
collaborative learning environments in fostering professional growth and enhancing teaching
effectiveness.

Moreover, the review underscored the necessity of fostering a supportive policy framework that
prioritizes the integration of innovative pedagogical approaches and encourages continuous
research and development in science education. By advocating for policies that allocate
resources, promote curriculum flexibility, and prioritize educational research, policymakers can
create an enabling environment that fosters the sustainable implementation of the 7E Learning
Cycle Model and supports the ongoing enhancement of science education practices in the
Philippines (Kilag, et al., 2023).

By prioritizing these key recommendations, educational stakeholders can establish a robust

foundation for the sustainable integration of the 7E Learning Cycle Model, ultimately fostering a
culture of scientific inquiry and exploration among Filipino students and nurturing the next
generation of scientifically proficient and technologically adept individuals.

The promising potential of the 7E Learning Cycle Model in reimagining science education in the
Philippines, emphasizing the need for a holistic approach that addresses implementation
challenges and fosters a culture of active, inquiry-based learning among Filipino learners.

Conclusion:

This comprehensive systematic analysis has provided valuable insights into the efficacy of the
7E Learning Cycle Model in reimagining science education in the Philippines. The study's
findings underscore the model's potential to enhance student engagement, foster conceptual

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understanding, and promote active, inquiry-based learning experiences within the Philippine
educational landscape. Through the examination of four key themes, namely, implementation
strategies and challenges, enhanced student engagement and active learning, improved
conceptual understanding and retention, and recommendations for sustainable implementation,
the study has highlighted the model's significant contributions to science education practices in
the Philippines.

By emphasizing the importance of hands-on experimentation, collaborative learning, and

technology-enhanced teaching methodologies, the study underscored the diverse implementation
strategies adopted by educational institutions to integrate the 7E Learning Cycle Model.
Furthermore, the study illuminated the model's role in promoting increased student engagement,
critical thinking, and enthusiasm for scientific exploration, thereby fostering a dynamic learning
environment conducive to holistic learning experiences.

Moreover, the study showcased the model's efficacy in fostering improved conceptual
understanding and long-term knowledge retention among students, underscoring the importance
of iterative learning experiences, reflective practices, and formative assessments in facilitating
deep learning and conceptual mastery. Building on these insights, the study provided key
recommendations for the sustainable implementation of the 7E Learning Cycle Model,
emphasizing the critical need for comprehensive teacher training programs, the development of
tailored instructional materials, and the establishment of collaborative networks among
educational stakeholders.

It is imperative for policymakers, educators, and stakeholders to prioritize these

recommendations and create a supportive policy framework that fosters the seamless integration
of the 7E Learning Cycle Model into the Philippines' science education curriculum. By
addressing the identified challenges and leveraging the model's strengths, the study advocates for
the cultivation of a scientifically proficient and technologically adept workforce, thereby
positioning the Philippines at the forefront of scientific innovation and development.

Moving forward, the study encourages continued research and collaboration to further explore
the model's potential, adaptability, and impact within the dynamic landscape of science
education in the Philippines. By fostering a culture of continuous improvement, innovation, and
collaboration, educational stakeholders can collectively contribute to the holistic development of
students, preparing them to tackle the complexities of the modern world and contribute
meaningfully to the advancement of science and technology.

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