Effect of 5e Instructional Model On Students Learning Outcomes in The Subject of Chemistry

Abstract

This study evaluated the effectiveness of the 5E Instructional Model in enhancing the cognitive and creative thinking abilities of higher secondary school students in Peshawar, Pakistan. Specifically, it compared the impact of the 5E model and the traditional Lecture Method on students' academic performance. The research used an experimental design, involving two groups of 19 students each, with one group taught using the 5E model and the other using the Lecture Method. Over 15 hours of instruction, students were assessed through a written assignment. The study employed a pre-test and post-test control group design, with 88 students randomly assigned to either the experimental group (5E model) or control group (Lecture Method). Data were analyzed using both descriptive and inferential statistical methods, with an independent samples t-test to test the null hypotheses. The results revealed that students in the experimental group, taught using the 5E model, significantly outperformed those in the control group, showing improved understanding of chemistry concepts. The uniformity in performance across different topics suggested that the 5E model could be effectively implemented in various areas of chemistry education. The study concludes that the 5E Instructional Model is a highly effective pedagogical approach for teaching science subjects at the secondary and higher education levels. It is recommended that the Government of Khyber Pakhtunkhwa adopt this model in its education policies and develop technology-driven resources aligned with the 5E framework to enhance the quality of teaching and learning.