The Effect of instruction based on 7E learning cycle model on and motivation to learning in the Sciences Course

This study aims to investigate the effect of teaching based on 7E learning cycle model on achievement and motivation to learning of seventh-grade science students. The method of research was a quasi-experimental with non-equivalent groups which includes pre and post-test design with the control group. Fourth eight students of 7th grade from two classes in one of high schools of Kamyaran participated in the study which were selected through random clustered sampling (25 experimental, 23 control). The group which was assigned as experimental group was instructed through learning cycle model whereas the other group was traditionally instructed. For collecting data a teacher-made achievement test about sciences which consisted of 20 multiple choice questions and a motivation toward sciences questionnaire was applied. Both descriptive (Mean, Standard Deviation) and inferential statistics (ANCOVA, MANCOA) techniques were used for analyzing statistical data. The results showed that students, who were instructed by learning cycle model, obtained the higher achievement and motivation towards science scores in comparison with the students which were instructed through the traditional method. The results of study could be helpful for the educators and curriculum developers in implementing new strategies in the classrooms