Impact of 5es instructional model on science process-skills acquisition, performance and retention in photosynthesis among Senior High School Biology students, Akroso, Ghana

Abstract

This study investigates the impact of the 5Es Instructional Model on science process skills acquisition, academic performance, and retention in photosynthesis among senior high school biology students at Akroso Senior High Technical School, Ghana. Motivated by consistently poor student performance in biology especially in photosynthesis, a concept often misunderstood and poorly retained, the study applied a quasi-experimental design involving pre-tests, post-tests, and retention tests. Participants included 2024 third-year Home Economics students, divided into experimental and control groups. The results revealed that students taught using the 5Es model scored significantly higher on post-tests and retention tests compared to those taught with conventional methods (p < 0.05). Specifically, the experimental group demonstrated improved science process-skills acquisition and deeper conceptual understanding of photosynthesis. Additionally, no statistically significant gender difference was observed in the performance or skill acquisition within the experimental group, indicating the model's effectiveness across genders. These findings affirm the efficacy of the 5Es model in promoting active learning, critical thinking, and long-term retention. The study contributes to the call for studentcentered, inquiry-based teaching strategies in Ghanaian science education.