Abstract:
This study compared the effectiveness of 5E learning cycle model based on
constructivist theory approach over traditionally designed instruction on second year
students of St. Fidelis Senior High School understanding of the concepts of diffusion and
osmosis. Two classes were randomly selected for the study; 32 students in the control
group received the traditional instruction, while another 32 students in the experimental
group received the 5E Model of instruction. Test scores and Inquiry-Based Instruction
Questionnaire were analysed quantitatively and qualitatively. One-way ANOVA was used
to analyse students test scores. This indicate significant differences between pre-test and
post-test (p < 0.05) for both 5E method of instruction and the traditional method of
instruction suggesting an improvement in students‟ understanding of diffusion and osmosis
after treatment. The results from the one-way ANOVA showed that there was (p < 0.05)
significant difference between the mean of post-test scores of the 5E model of instruction
and the post-test means traditional method of instruction (p < 0.05). This suggests that the
use of 5E model would lead to higher student achievement. Both quantitative and
qualitative analyses suggested that the teaching activities promoted students‟ conceptual
understanding. However, some of the students still held some misconceptions after the 5E
model of instruction. In addition, most students appeared to have had very good attitudes
toward using it in the science lessons suggesting that the 5E model instructional model
motivates students to learn integrated science.
Description:
A dissertation in the Department of Science Education, Faculty of Science Education,
submitted to the School of Graduate Studies, University of Education, Winneba in partial
fulfillment of the requirement for the award of the degree of Master of Science Education
JULY, 2014
