EFFECT OF 5E INSTRUCTIONAL LEARNING MODEL ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN PHYSICS

Abstract

This study investigated the effect of 5E (Engage, Explore, Explain, Elaborate, and Evaluate) instructional learning model (5E ILM) on senior secondary school students’ achievement in Physics. A quasi-experimental, non-randomized control group, pretest and posttest design was used for the study. The sample size for the study consisted of 126 physics students drawn from the population of 428 senior secondary school II (SS 2) physics students in 16 government owned co-educational senior secondary schools in Nnewi Education Zone. Purposive sampling was adopted to select eight schools with two stream classes out of the 16 co-educational schools. Random sampling without replacement was used to draw four schools with intact classes that was used for the research study. Open balloting was adopted to select schools for experimental and control group, two schools each for the group. Two research questions and two null hypotheses guided the study. An instrument titled Physics Achievement Test (PAT) were used for data collection. The validation of the instruments was done by three experts. The instrument was estimated on reliability co-efficient using K-R-20 for PAT which yielded a reliability index of 0.72. The data collected PAT was analysed using mean and standard deviation to answer the research questions, while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). From the result findings, it was observed that physics students taught Physics with 5E ILM had higher mean achievement score than their counterpart taught Physics with conventional traditional lecture teaching method (TLTM) after the posttest treatment. Furthermore, it was shown that there was there was a high difference in interaction effect of method and gender on students’ mean achievement scores in physics between students taught Physics with 5E instructional learning model and students taught Physics with conventional traditional lecture teaching method (TLTM) after the posttest treatment. Educational implication of the research study implies that from the results findings, 5E ILM promotes learning achievement among physics students. It was recommended that if all sectors that are involved in school system programming will incorporate 5E ILM in Physics curriculum planning and other relevant science subjects, there will be observed learning achievement among physics students and other related subjects. Therefore, the contribution to knowledge of 5E ILM towards Physics learning is that it fosters a deeper knowledge of Physics principles and concepts by letting students investigate and explore ideas. This enhances students' achievement in physics.