Assessment of Physics Lesson Planning and Teaching based on the 5Es Instruction Model in Rwanda Secondary Schools

Abstract

This research study focused on investigating the use of 5Es instructional model by physics teachers and how the model impacts the learning process of the basic concepts of electromagnetic waves in physics. In this study, six advanced-level physics teachers in four secondary schools within the Rwamagana district in Rwanda were purposively selected to participate. To collect data, 48 classroom observations were conducted, and data collected from classroom observation on the lesson delivery for all six teachers were analyzed through descriptive statistics. Before the training, the overall scores of observed lessons were low (M=2.07; SD=0.68 out of 5) corresponding to 40.1% across all the 11 statements of classroom observation tool used to assess secondary schools STEM teachers' ability to plan and conduct teaching based on 5Es instructional model. After the training on 5Es instructional model, a significant improvement for all teachers in lesson preparation and its delivery was achieved. The high mean scores, M=4.79 out of 5 scorerates (95%) with low standard deviation, SD=0.40 across all the 11 statements of similar classroom observation tool were obtained. The results after the training on the model indicated good performance for all teachers in terms of integrating exciting activities, discrepant events, relevant visualization guide, boosting learners' confidence to express their ideas in the teaching process, and using constructive scenarios that helped the learners to relate what they learned to real-life situations. Therefore, the use of the 5Es instructional model was found effective and recommended as a useful teaching approach for teachers.

Effect of Inquiry-Based Learning on Students’ Attitude Towards Learning Biology at Upper Secondary Schools in Rwanda

“…This research has specifically revealed how inquiry-based learning makes biology more interesting and easier for students to understand biological concepts. This can specifically be seen in the inquiry-based learning method used in an experimental group of students, which is an active learning method that offers a learning environment that facilitates learners to collaborate and actively engage in their learning (Nkurikiyimana et al, 2022;Nyirahagenimana et al, 2022). This study is in agreement with other studies revealing that teaching methods that actively engage learners in biology lesson with resources improve students' attitude toward learning biology (Armbruster et al, 2010;Fančovičová & Prokop, 2008;Kisoglu, 2018;Mukagihana et al, 2021a;.…”

“…Under inquiry-based learning, the 5Es educational model was pointed out as a learning cycle that improves students' attitudes toward biology. The inquiry model consists of a sequence of five interdependent phases (Nyirahagenimana et al, 2022). These are Engage, Explore, Explain, Elaborate, and Evaluate.…”

Enhancing students’ achievement in biology using inquiry-based learning in Rwanda

“…The 5Es instructional model was designed to stimulate observation, questioning and thinking of leaners. It is based on current understanding of learning processes and has been widely used and tested [22]. The 5Es learning cycle was appreciated to provide a room for students to hands on activities and investigation, exploring the nature which help them to grasp knowledge and learn in transferable way and hence be able to apply gained skills in everyday life [23], [24].…”

University students dataset related to achievement, classroom practices, perceptions and attitudes of multimedia-based learning quantum physics

“…In 2008, Rwanda transitioned from French to English as a language of instruction at all levels of education 1 ; in 2012, a policy for 12 years of basic education was adopted, 2 and in 2013 the public higher education institutions were merged into a single University of Rwanda. 3 Several studies have so far documented learning of physics [4][5][6] after a competence-based curriculum was implemented in secondary schools in 2016. 7 Few people have chosen the direction of higher learning institutions.…”