Effect of the 5E Instructional Model on Physics Academic Achievement Based on Gender and Students’ Ability: A Case of Berekum Senior High Schools in Ghana

Abstract

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.

TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E’s EDUCATIONAL MODEL

“…The 5Es educational model allows students to be more autonomous in their learning, increases their engagement and interest in science, and improves their learning outcome (Ihejiamaizus et al, 2018) and 5E's constructivist strategy is more effective than the traditional method when used in a classroom setting. This is in line with the study conducted in Ghana that indicated the significant difference between physics high-ability students in the 5E's educational group than those in the traditional group (Appiah-Twumasi et al, 2021).…”

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

“…At this stage, the teachers were working together with the students as facilitators. It was found that Physics learners need the opportunity to think critically, collaborate with other students, participate in problem-solving activities and relate classroom knowledge with practical experiences outside the school setting (Appiah-Twumasi et al, 2021). For instance, in the case of the electromagnetic spectrum, the teacher created a scenario on the formation of the rainbow and asked them to discuss it in their respective groups and present their findings.…”