This study examined the effect of the 5E instructional model on Physics students’ academic achievement based on gender and students’ ability. The study employed a quasi-experimental design using the pre-test, post-test and delayed-post administered instruments to the experimental and control groups. The study involved two instructional strategies (5E instructional model and traditional teaching). Instruments known as Physics Students’ Academic Achievement Test (PSAAT) and Delayed Post Test (DPT) were used to gather data for the study. Mean scores, standard deviations and normalized gains were used to analyses data while ANCOVA and independent-sample t-test were used to test the hypothesis at the 0.05 level of significance. A significant difference was found between Physics students instructed with the 5E instructional model and those taught through the traditional classroom. Similarly, a significant difference was found between Physics high-ability student in the 5E instructional group and those in the traditional group. However, a non-significant difference was found between Physics low-ability students in the experimental and the control groups. Similarly, a non-significant different was found among gender concerning pre-test and post-test means scores. However, a significant difference was found among gender in favor for the male students. The study recommended that Physics teachers wanting to improve their students learning outcomes should adopt the 5E instructional model.
The study investigated senior high school Integrated Science teachers’ perception of classroom assessment practises. The study employed a descriptive survey research designed to collect data from 20 Integrated Science teachers in a Municipality and a District in the Bono Region of Ghana. A questionnaire was used to collect quantitative data on teachers’ perception of classroom assessment in Science. The data collected were computed into means, standard deviations and percentages. The study revealed that Integrated Science teachers selected for the study have positive perceptions towards classroom assessment. It also revealed that teachers perceived classroom assessment as tests that teachers give to their students at specific time intervals. While the teachers perceived classroom assessment as tests positively, they showed limited ability to use different methods and tools to assess their students’ for teaching. The most frequent methods the teachers used to assess their students’ learning were summative, formative and portfolio assessment. The study recommended that the support of stake-holders be sought to foster alternative assessment approaches in Senior High Schools in the study area. In addition, to help Integrated Science teachers develop positive perceptions towards classroom assessment in Science, it is recommended that in-service programmes should be organised for the teachers in the study area periodically.
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