Using the 5E model to enhance the understanding of the concepts of diffusion and osmosis in senior high schools :A case study in St. Fidelis Senior High School, Tease, Kwahu Afram Plains South District

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.