Implementation of the 7E Learning Cycle in Mathematics Instruction in Echague Public Secondary Schools

Abstract

This study examined the perceived level of implementation of the 7E Learning Cycle in Mathematics instruction among public secondary school teachers in Echague, Isabela. Specifically, it described the profile of the respondents in terms of age, sex, highest educational attainment, years of teaching experience, and relevant trainings and seminars attended. It also examined the perceived level of implementation across the seven phases: Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend, and determined whether overall implementation differed when grouped according to respondents' profiles. A descriptive-comparative research design was utilized, involving 47 Mathematics teachers. Data were gathered using an adapted survey questionnaire and analyzed using frequency, percentage, weighted mean, independent samples t-test, and one-way Analysis of Variance (ANOVA). Findings revealed that the 7E Learning Cycle was perceived as very highly implemented across all phases. Overall scale-level comparisons showed no significant differences when grouped according to age, sex, highest educational attainment, years of teaching experience, and relevant trainings and seminars attended. However, selected item-level indicators showed differences, suggesting that while the overall pattern of implementation was generally consistent, some specific teaching practices may still need focused support. The study concludes that teachers perceived themselves as consistently implementing the 7E Learning Cycle in Mathematics instruction. It is recommended that teachers sustain the use of the model and further strengthen strategies that promote exploration, questioning, higher-order thinking, and student engagement.