Sir Syed Journal of Education & Social Research (SJESR)

Vol. 1, Issue 1, 2018 (Jan – June)

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5E Instructional Model: Enhancing Students Academic Achievement in the Subject of

General Science at Primary Level

Dr. Nasir Ahmad*

Dr. Nasir Shaheen**
Soma Gohar***

Abstract
There are different instructional models that teachers adopted for the teaching of students
different subjects. Among all those a student centered model is 5Es instructional model. This
model concentrates on the engaging students, made exploration through students, explains and
elaborate the learning concepts by students and then to evaluate students learning. All these 5Es
provide ample space for students’ hands-on practices of the learning contents. This experimental
study was conducted at primary level in the subject of General Sciences following pretest
posttest equivalent group design. Two groups (control and experimental) were formed from 52
students of 5ht grade where both the groups were given same number students. The data were
collected through the pretest and posttest and was analyzed through mean score, standard
deviation and paired sample t test.The major findings of the study were that the overall academic
achievements of experimental group taught with 5E instructional model enhanced significantly
as compare to control group. The study also found significant increase indifferent aspects of
cognitive domain of students’ learning; knowledge, application, comprehension and skill
development abilities of experimental group taught with 5E instructional model.

Key words: 5Es instructional model, academic Achievements, Constructivist approach

Introduction
The prime goal of 21st century education is to prepare students for contemporary world
challenges. The rapid and diverse developments in science and technology that yielded even in
the living standards ofcommunities have increased the expectations of people from contemporary
education system.This demands the replacement of traditional methods ofteaching and the out-
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*Assistant Professor, Center for Education and staff training, University of Swat: [email protected]
**Assistant Professor, Center for Commerce and management, University of Swat: [email protected]
***Scholar, Swat University.
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dated curriculumin the educational institutions and as a result changes occurs both in the
instructional models and curriculum through research explorations and empirical studies. On one
side of thesedevelopments changes in curriculum have been reflected while on the other hand a
shift in the instructional methodologies has been recorded from teacher centered approaches to
learner centered. The role of a teacher is active and role of student is passive in transmission of
curriculum. While on the other hand in a transactional curriculum, the learners are actively
involved in learning process (Gray, 1997).

Constructivist teaching approach promotes critical thinking and produce active and
motivated learners. Zemelman, (2005) contends as the learning in each and everyarea under
discussion involvesoriginationand construction of new ideas. It was also recommend that
constructivist theory may be included as a part of the curriculum, and suggested that teachers
may create such learning environments so that the learner can construct their own
understandings.Constructive paradigms have been considered the major problem in current
education system (Shaheen, 2015). In majority of the cases, the instructorsare unaware of the
demands and challenges posed by twenty first century’s for the individuals. That is why; their
meeting point upon constructivist framework is the background in which learning occurs.This is
how, an individual integrate the knowledge that was achieved in the past and present and this is
how it construct exclusiveblueprints of understanding (Richardson, 2003).

The instructional model is based on nature of science that reflects investigation along
with various methods by which children learn according to nature (Cavallo & Laubach, 2001).
That is why emergence of various editions of the instructional models about scientific curricula
with that have huge numbers of collections and over the time it rangesfrom 4E to 5E while the
latest is 7E. Settlage (2000) is of the view that the diversity in amount of phases are of no
relevance as the goal is same.

Presently, the countries are focused towards scientific education, therefore Pakistan being
a developing country, needs curriculum based on scientific education so as to meet to the
standards of developed countries.It is important to focus on teaching and learning from
secondary to higher secondary level, there is need that curriculum must be knowledge based that
should reflect scientific aptitude in learner (Zareen, & Kayani, 2014).

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In 2006 Pakistan has reviewed its curriculum based on bringing uniformity about it in
country consisting of format, objectives, criteria and learning outcomes. It was done to focus
upon primacy of students’ experiences, their voices and involvement in learning.Science
knowledge is significant for students’ comprehension and teaching methodology is really a vital
factor for transmitting knowledge and content to students at the primary level. Today, science
has become an essential part of our life and living. According to Cornelius Bernardus Van Niel
(1897-1985) “In life, science is a continuous search for a cognitive and integrated understanding
of the world we living in”. Similarly the author further added that “science is the work of truth”.

The goal of science teacher is to encourage students by engaging and supervising them
for learning through experiences. This can be possible through different instructional models.
These instructional models have different phases but the dissimilarity in quantity of phases does
not make any difference as the goal is the same (Settlage, 2000). This study used 5E instructional
model for enhancing student’s academic achievement in general science which is most helpful in
dynamic learning of childrenas compared to lecture method of instruction in cognitive
development, 5Es teaching approach is better for students understanding” (Schneider & Renner,
1980). Furthermore, the 5Es learning cycle which basically an instructional design model,
illustrates a learning sequence that reflects John Dewey experiential learning philosophy together
with David Kolb’s experiential learning cycle (Kolb, 2012).

Bybee, (2015) presented anoutline for constructivist learning theories that can be
effectively utilized in teaching science. He actually describes 5Es model into following five
phases such as: 1) Engaging, 2) Exploring, 3) Explaining, 4) Elaborating and 5) Evaluating. In
5Es instructional model the first (E) means students engagement in the learning tasks while a
teacher plays the role of facilitator. Science teacher at the primary level helps students to recall
and clarify their previous understanding through short activities and tries to bring up them with
new concepts and modern ideas. At the primary level teacher try to- Engage students, Ask
General questions, Brainstorming. The second phase of 5Es model is exploration. The students
are given space or freedom to explore their ideas. Exploration gives a direction to a later
introduced lesson and familiar students with the concepts, process and skills. At this stage
students do: Investigation, Collecting information’s, construct a model.

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The third phase of 5Es instructional model is explanation, students at this phase arises to
place the intellectual practices and science teacher clarify the misconception of the students,
adapt vocabulary for their understanding, improve skills and provide further learning
experiences. At this stage of explanation there are: Reading and discussion, Explanation and
analysis, Ideas with related proof and questioning.

The fourth phase of 5Es model is elaboration. The students at this stage ensure an
opportunity to express their thoughts through practicing it practically in the classroom
environment that improve their knowledge, skills and reasoning power. They go for finding
evidence, experimental inquiry, collecting data, solving a problem and making decision.

The last phase of 5Es model is evaluation and the comprehensive investigative process.
In this stage the evaluation is done through writing assignments, exams, peer-evaluation and self-
evaluation etc. Student focuses on their own progress, tries to identify their weaknesses and
further work on them. Tools used for evaluation such as: Rubric or other tool for scoring,
Performance assessment and Portfolios.

We can conclude that this model is based on student’s logical and critical thinking. 5Es is
a model used for instructional activities that helps students to be properly involved and actively
engaged in the learning. On the basis of the constructivist approach, the 5Es instructional model
is used in the collection of actions that raises the concerns of students, helps the students
potentials connected with the lesson as well as covers dynamic procedure of their abilities and
understanding. The current study examines science student’s success as a result of 5Es
instructional model at the primary level.

Methodology
The researcher used pre-test post-test equivalent group design from the experimental research
design which ensures the valid results and reduces the changes of errors. The researcher
conducted pre-test in order to equally divide the students in two groups. After pre-test the
researcher divided a group of fifty two (52) students into two (2) equivalent groups, each group
contain twenty six (26) students on basis of their pre-test scores. One groupknown as
experimental group was treated on 5Es instructional model while another group was treated on
traditional lecture method called control group. The treatment time for the intervention was six
weeks. Both the groups were taught for six weeks in the selected instructional approaches (5Es

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instructional model and Lecture method) without any interruptions and were post-tested for the
purpose to measure the effects of the experimental instructional model on the academic
achievement of students in the selected subject (General Sciences).

R “e” = T O1
R “c” = - O2
Difference = O1 – O2

Before the data collection on pre-test and post-test the developed achievement test was pilot
tested to measure the reliability of the test following Cronbach alpha method. The pilot testing
was made on 30 students of grade 5th in Government Primary School in district Swat and the
collected data were placed into SPSS for reliability test. The reliability co-efficient was(α = 0.73)
which was an appropriate level as suggested by Hussain (2017).The collected data were analyzed
through SPSS 21 following mean standard deviation and paired sample tests.

Results

Table 1: Students’ performances of Experimental and control groups on pre-test

Parameters of learning Group N Means S.D t P
Academic achievement Exp 26 19.96 3.05
0.39 0.613
Con 26 20.61 3.17
Knowledge ability Exp 26 3.40 2.35 0.22 0.819
Con 26 3.53 2.21
Application ability Exp 26 2.26 1.53 0.61 0.376
Con 26 2.17 1.38
Comprehension ability Exp 26 4.65 2.94 0.73 0.472
Con 26 4.08 2.53
Skill development ability Exp 26 4.59 1.73 0.99 0.347
Con 26 4.52 1.21
Critical value of t at 0.05 =1.96 df=50
Table 1 reflects the performances of experimental group in means (M =19.96) which are
near to the mean score of control group (20.61) and the p-value (0.613) revealed the insignificant
differences between the two groups. Similarly, the mean score of experimental group (3.40) on

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knowledge ability of respondents were also near to the results of control group which was 3.53
the p-value (0.819)showed that students of experimental group were significant not different
from control students on this domain of learning on pre-test.
Likewise, the mean score of experimental (M =2.26) and control (M = 2.17) groups are
approximately equal on application ability and the p-value (0.376) revealed the insignificant
differences between the two groups. Similarly, the mean score of experimental (M= 4.65) and
control (M = 4.08) groups are approximately equal on comprehension ability; the p-value (0.472)
showed significant differences on comprehension ability between the students of two groups.
Likewise, the mean score of experimental (M 4.59) and control (M = 4.52) groups were
found similar on skill development as reflected by the p-value (0.347)which showed no
differences between the two groups on skill development ability.

Table 2: Students’ performances of Experimental and control groups on post-test

Parameters of learning Group N Means S.D t. values P

Academic achievement Exp 26 68.77 5.22
20.77 0.000
Con 26 45.92 5.94
Knowledge ability Exp 26 13.53 1.93
11.37 0.000
Con 26 7.22 2.42
Application ability Exp 26 15.76 2.20
13.41 0.000
Con 26 9.01 2.49
Comprehension ability Exp 26 17.02 3.24
15.98 0.000
Con 26 10.87 2.10
Skill development ability Exp 26 18.86 2.76
17.65 0.000
Con 26 10.81 2.96

Critical value of t at 0.05 =1.96 df= 50

Table 2 illustrated the mean scores of experimental group (68.77) is significantly high
than control group (45.92) on post-test. The p value 0.00 evident the significant performances of
experimental group students as compared to the students of control group. The results proved

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that the overall academic achievements of experimental group taught with 5E instructional model
enhanced students’ performance significantly.
The result showed the performances of experimental group students (M =13.53) which is
significantly higher than the students of control group students (M = 7.22) on knowledge ability,
the calculated p= 0.000 showed that these differences between the groups are significant on
knowledge ability and reflected the higher performance of experimental groups students.
Likewise, the mean score of experimental group students (M =15.76) is significantly
higher than the students of control group (M = 9.01.88) on application ability and these
differences between the two groups are significant as shown by the p= 0.000. This showed that
the application ability of experimental group taught with 5E instructional model enhanced
significantly.
Similarly, the mean score of experimental group students (M =17.02) is significantly
higher than the students of control group (M = 10.88) on comprehension ability, this shows that
there is a significant difference (p= 0.000) between control and experimental groups in their
achievement level on comprehension ability. This shows that the comprehension ability of
experimental group taught with 5E instructional model enhanced significantly.
The result shows that the mean score of experimental (M =18.86) is significantly high
than control (M = 10.81) group on skill development ability, this shows that there is a significant
difference (p= 0.000) between control and experimental groups in their achievement level on
skill development ability. This shows that the skill development ability of experimental group
taught with 5E instructional model enhanced significantly.

Discussion
The purpose of this work was to enhance student’s academic performance through 5Es
instructional model at the primary level. The major findings of the current study shows that the
overall academic achievements of experimental group taught with 5E instructional model
enhanced significantly as compare to control group taught with lecture method.
The result obtained through this experimental study confirmed the results of previous
experimental studies conducted on 5E instructional model. A study by Sen, andOskay (2017)
found 5E inquiry learning methods effective for improvement of achievement as compared to
lecture-based method.The result of this study was also confirmed by Ranjan(2018),
Shaheen(2015), Abidi (2014), Hussain (2013),Sarı, (2017) Hussain (2011),Siwawetkul (2018)

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findings reveals that learners who were given instructions by using inquiry-based learning got
higher score than those who were given instructions by using traditional method.
From the findings of the study, it was concluded that constructivist approach is better and
more effective in science than the traditional approach. It is basically a theory or approach that
concentrates on observation of data and then scientific study about how individuals learn and
create new ideas. Therefore, the discussion in this paper has been made in accordance with above
mentioned themes with focus on the concept of constructivist learning, 5E approach of
constructivism, difference between constructivist learning and traditional loom of learning,
teacher’s and learners role in learning approach by constructivists, and repercussions of
constructivist learning approach (Khalid, & Azeem, 2012). The constructivist approach focus on
knowledge building rather than reproduction, it helps the learners to develop skill and attitude.
Human knowledge is constructed; the learners builds upon their new knowledge on the
groundwork of previous learning (Sarikaya, Guven, Goksu, & Aka, 2010). Two groups were
taken: the experimental and the control group. The members of experiment group were taught by
the investigator by using constructivist approach while control group members were taught
through regular teacher who used their regular method of teaching. The study show that teaching
through the 5E approach of constructivism is effective in enhancing achievement in mathematics
of upper primary level as compared to traditional method. The diversity in types of practical
examples and real life example, innovative activities made the constructivist approach more
effective and interesting.

Recommendations
Based on this study it was recommended that modern and practical instructional techniques using
constructivist approaches would enhance the need to improve students’ learning at the
elementary schools. It is also recommended that all those who are involved in planning science
curriculum, organizing textbooks and teachers should have orientation about the importance of
5E instructional model in science education. Furthermore, the relevant authorities at the Ministry
of National Education should plan toorganize teachers’ seminars and training workshops on 5E
instructional model; this will provide an opportunity to the teachers to advance their skills.
Similarly, the authorities at school level are advised to encourage and influence their teachers to
attend these programs.

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