Utilization of 5Es’ constructivist approach for enhancing the teaching of difficult concepts in biology

Ihejiamaizu, Christiana Chinyere; Ukor, Daniel D.; Neji, Hope Amba

doi:10.4314/gjedr.v17i1.8

Cited by 6 publications

(10 citation statements)

References 2 publications

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“…In Indian, inquiry-based science instruction had a positive effect on students' science achievement (Ong et al, 2018). One of the strategies that can help teachers develop inquiry-based lessons is using 5E's educational learning circle approach, which consists of five phases: Engage, Explore, Explain, Elaborate, and Evaluate (Ihejiamaizu, et al, 2018) as Figure 1 illustrates.…”

Section: Inquiry-based Educational Modelmentioning

confidence: 99%

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

Nkurikiyimana

Uwamahoro

Ndihokubwayo

2022

PEC

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This study assesses the level of application of the 5E’s educational model by Rwandan physics teachers and how the model affects the learning of basic classical mechanics in secondary school physics classrooms. For this analysis, quantitative data were collected using the classroom observation tool framed at the 5E’s educational model. A sample of six secondary physics teachers was selected purposively from three boarding secondary schools of Nyamasheke district in the western province of Rwanda to participate in this study. Twenty-four classroom observations were conducted during teaching and learning mechanics concepts in the way of four observations for each teacher before being trained on 5E’s educational model. This was done to help the researcher to have the real picture of the prior ability of teachers to incorporate 5E’s aspects in their usual teaching practices. Similarly, a total of 24 observations were done after teachers’ training. The collected data were tabulated in Microsoft Excel, and descriptive statistics were analyzed and presented. The overall mean scores on the teachers’ ability to apply 5E’s educational model during lesson delivery on introductory mechanics were low before training and increased due to teacher training on the use of 5E’s educational model. The main findings from this study revealed that 5E’s educational model is more effective in stimulating students’ motivation and strong interaction and a better understanding of mechanics concepts through interactive activities, discrepant events, and computer simulations. Based on the findings of this study, some recommendations were suggested that would improve more physics students’ active learning. Keywords: active learning of mechanics, 5E's educational model, classroom observation, physics students, secondary school, Rwanda

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Section: Inquiry-based Educational Modelmentioning

confidence: 99%

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

Nkurikiyimana

Uwamahoro

Ndihokubwayo

2022

PEC

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“…Teachers create a learning environment appropriate to the learners' understanding and avoid mass production (Andala & Ng'umbi, 2016). It is believed that laying on a solid foundation in Physics education involves employing appropriate teaching and learning techniques (Ihejiamaizu et al, 2018) The 5Es' model is derived from the concept that learners learn the most, retain knowledge, and have an opportunity to connect prior knowledge to new information with the acquisition of higher concept understanding (Mustafa, 2016). This 5Es learning and teaching model includes higher-order thinking skills (Muhammad et al, 2021).…”

Section: The 5es Instruction Modelmentioning

confidence: 99%

“…Other studies within the same country showed that the lessons studied through the 5Es model enhanced learners' positive attitudes by providing better understanding, increased the motivation related to the lesson, and created a positive effect on understanding abstract concepts (Guzel, 2017). In a study by Ihejiamaizu et al (2018), it was found that teaching through 5Es instruction helped learners to improve their active participation in Physics. Similar studies conducted in Italy indicated that the 5Es instructional model helped the learners better understand the scientific concepts and getting interested in science and reasoning.…”

Section: The 5es Instruction Modelmentioning

confidence: 99%

“…Physics is the bedrock of all science subjects due to its contributions in industries, engineering, medicine, telecommunication, transport (automobiles, trains, and flights) towards the quality of human life improvement (Ihejiamaizu et al, 2018). Effective physics teaching contributes to significantly sustaining the technology-based development of societies (Ceylan, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…The worldwide survey (particularly among underdeveloped countries) indicates that physics is still not effectively taught, given that teachers struggle to teach basic concepts and mostly use inappropriate teaching approaches (Ramma et al, 2017). For instance, in Nigerian secondary schools, much emphasis is put on teaching to cover the scheme of work instead of teaching for everlasting learning (Ihejiamaizu et al, 2018). Due to this policy, 85% of learners lose their interest and consider physics as a very difficult subject to learn (Olusola & Rotimi, 2012).…”

Section: Introductionmentioning

confidence: 99%

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

Nyirahagenimana

Uwamahoro

Ndihokubwayo

2022

Contemporary Mathematics and Science Education

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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.

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

Manishimwe

Shivoga²,

Nsengimana³

2023

IJERE

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<span lang="EN-US">Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental group was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology.</span>

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Utilization of 5Es’ constructivist approach for enhancing the teaching of difficult concepts in biology

Cited by 6 publications

References 2 publications

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

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

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

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

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