5E Inquiry Learning Model: Its Effect on Science Achievement among Malaysian Year 5 Indian Students

Ong, Eng Tek; Govindasay, Arumugam; Salleh, Sabri Mohd; Tajuddin, nor'ain Mohd; Rahman, Nurul Huda Abd; Borhan, Mohamad Termizi

doi:10.6007/ijarbss/v8-i12/5017

Cited by 11 publications

(20 citation statements)

References 12 publications

(19 reference statements)

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“…Within this model, the involvement of the workshop on Approximation Theory encouraged the increase of the level of expressing students' positive emotional state (particularly interest, surprise increase) and decrease of anxiety level. These results are agreed with the conclusions by D. Coulson [43], E.-T. Chin, F.-N. Lin [44], A. Abdi [34], N. Jung [45], E. Ong [35], who studied the connection between interest growth and persons' emotional state. This justifies the use of methodology Differential Emotions Scale by Izard [22] during the experiment.…”

Section: Discussionsupporting

confidence: 92%

“…In conclusions of scientific researches done by R. W. Bybee, A. Gardner, J. A. Tailor, P. Van Scotter [33], A. Abdi [34], E. T. Ong [35] we also find the confirmation of the 5E Instructional Model efficiency in improving students' achievements in science. This model consists of the stages: Engagement, Exploration, Explanation, Elaboration, and Evaluation.…”

Section: Methodssupporting

confidence: 64%

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Enhancing interest in research activities in mathematics students in teacher training universities

et al. 2020

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The article looks into the issue of developing an interest in mathematics students’ research activities in the teacher training universities. The study is dedicated to the feasibility of involving the 5E Instructional Model to the organization of students’ scientific research during the workshop on the Approximation Theory and Fourier Series. The research considers the results of the survey among students who helped to evaluate their emotional state during the workshop. To collect the data we used the tool of express evaluation of positive and negative emotionality the Differential Emotion Scale. The article discusses the positive influence of the environment developed through the 5E Instructional Model on students’ emotional state and forming their interest in scientific research while organizing workshop classes. We have grounds to conclude that there is the efficiency of implementing workshops based on the 5E Instructional Model. The index reduction of students’ negative emotions encouraged their activity during the workshop and the improvement of interest in research activities.

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Section: Discussionsupporting

confidence: 92%

Section: Methodssupporting

confidence: 64%

Enhancing interest in research activities in mathematics students in teacher training universities

et al. 2020

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“…The consistent use of classroom-based and research-validated effective instructional models is crucial as it harnesses the effects on students' learning. Accordingly, the 5E Inquiry Learning Model is advocated in this study (Bybee & Landes, 1990;Ong et al, 2018).…”

Section: E Inquiry Learning Modelmentioning

confidence: 99%

“…There are many science pedagogical approaches to enacting inquiry-based teaching in the classrooms. Among these pedagogical approaches are Eggen and Kauchak's (2012) General Inquiry Model, Suchman's (1966) Inquiry Model, Llewellyn (2013)'s 6-Stage Inquiry Cycle, and Bybee and Landes's (1990) 5E Instructional Model which is alternatively termed as 5E Inquiry Learning Model (Ong et al, 2018) as it promotes inquiry in the learning of science (Duran & Duran, 2004). The 5E Inquiry Learning Model, consisting of engagement, exploration, explanation, elaboration, and evaluation stages, was further expanded by Eisenkraft (2003) to that of 7E Inquiry Learning Model with the addition of the "elicitation" stage at the beginning, and the "extension" stage at the end.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

Ong

Keok

Yingprayoon

et al. 2020

JPII

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The aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the participation of 40 students from two intact Third-grade classes in a primary school in Kuala Kangsar. The experimental group was taught using the 5E Inquiry Learning Model which consists of 5 stages, namely Engagement, Exploration, Explanation, Expansion, & Evaluation, while the control group was taught using the teacher-centered conventional method. The science achievement in the learning of “Magnet” was measured using a researcher-developed test consisting of 12 multiple-choice and 8 fill-in-the-blank items. The test has sufficient validity and KR-20 reliability. Analysis of the pretest data indicates that there was no statistically significant difference (t = 1.66, p > .05) in the pretest means between the experimental and control groups. Accordingly, an independent samples t-test was used to compare students’ achievement in the posttest. The analysis of the posttest data indicates that the posttest mean in science achievement (16.05) among the group of students who had followed through the 5E Inquiry Learning Model is statistically significantly higher (t = 4.75, p < .001) than the corresponding mean (13.15) among the group of students in the control group. Therefore, it can be concluded that the 5E Inquiry Learning Model enhances the learning of science in terms of achievement among the primary students.

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Periodic Table of Ladder: A Board Game to Study the Characteristics of Group 1, Group 17, Group 18, and the Transition Elements

Benedict

2023

J. Chem. Educ.

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This research will use the self-developed Periodic Table of Ladder board game as a formative evaluation using the 5E learning model. The board game is like the snake and ladder game. In the 5E model, the board game is the formative assessment part of the evaluation phase. The formative assessment is a group of questions set in the question cards. The colors of the question cards relate to the position of elements in The Periodic Table. Students will have to answer questions regarding the role of one traditional dice when they land on Group 1 (green), Group 17 (brown), Group 18 (purple), and the Transition Elements (blue). The questions cover the physical and chemical properties of Group 1, Group 17, and Group 18. Besides that, it covers the elements’ reactivity, characteristics, special characteristics of transition elements, and molar mass calculation based on the Malaysian chemistry syllabus (http://bpk.moe.gov.my/, 2022). Moving game pieces from the starting point (hydrogen) to the end point (oganisson) helps students understand the arrangement of elements in the periodic table according to the increase of the atomic number. This game received positive feedback from 24 Year 11 students in a secondary school regarding the intention to use the game, perceived learning effectiveness, and satisfaction. Additionally, the game received constructive feedback during a road show for the innovative design of educational games.

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5E Inquiry Learning Model: Its Effect on Science Achievement among Malaysian Year 5 Indian Students

Cited by 11 publications

References 12 publications

Enhancing interest in research activities in mathematics students in teacher training universities

Enhancing interest in research activities in mathematics students in teacher training universities

The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

Periodic Table of Ladder: A Board Game to Study the Characteristics of Group 1, Group 17, Group 18, and the Transition Elements

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