A Comparative Meta-Analysis of 5E and Traditional Approaches in Turkey

Özgür Anil,Veli Batdi

doi:10.11114/jets.v3i6.1038

Özgür Anil, Veli Batdi

Open Access

https://doi.org/10.11114/jets.v3i6.1038

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Abstract

The aim of this study is to compare the 5E learning model with traditional learning methods in terms of their effect on students' academic achievement, retention and attitude scores. In this context, the meta-analytic method known as the ‘analysis of analyses’ was used and a review undertaken of the studies and theses (N=14) executed in Turkey over the period 2008-2014 on the 5E model. The goal of the review was to determine the efficacy of the 5E instructional model in terms of academic achievement, retention and attitude scores. The treatment effect method was used in the data analysis and the Comprehensive Meta-Analysis (CMA) statistical program, the MetaWin and Microsoft Excel 2010 Office programs were employed for the effect size calculation. The effect size values resulting from the analysis were interpreted according to Cohen classification (1992). When academic achievement, retention and attitude scores in the studies implementing the 5E instructional model were calculated according to the random effects model, effect size values were found to be ES academic achievement =1,132, ES retention : 1,417 and ES attitude =0,552, respectively. In regard to academic achievement and retention, it can be inferred that these effect sizes of the 5E learning cycle were large and medium with respect to attitude, while both were positive and significant. It can therefore be said that the 5E model has a positive effect on academic achievement, retention and attitude scores.

Highlights

Constructivist learning theory is based on a philosophical understanding quite different from objectivist methodology, in terms of what knowledge is and what it means to know something
In the meta-analysis, a coding system was used through which the studies were to be identified under two headings, "Study Identity" and statistical information, set forth as "Study data." The goal of the review was to determine the efficacy of the 5E instructional model in terms of academic achievement, retention and attitude scores
Mean effect size was calculated as 0.552. This result may be interpreted in favour of the 5E instructional model, meaning that students' attitude scores when taught with 5E were better than when traditional teaching methods were used

Summary

Introduction

Constructivist learning theory is based on a philosophical understanding quite different from objectivist methodology, in terms of what knowledge is and what it means to know something. In designing teaching processes based on the constructivist theory of learning, one of the most useful forms used is the 5E instructional model developed by Bybee, a leading scientist in the Biological Science Curriculum Study (BSCS) (Bybee, 1997). This model is based on 5 different stages of learning: Engage, Explore, Explain, Elaborate and Evaluate. Some of the positive behavior and skills achieved by using the 5E instructional model in science education have been expressed in terms of attaining increased success in teaching science with the model, helping students to retain better concepts in their minds, achieving the development of improved attitudes and behaviour toward lessons, developing reasoning skills and superior processing skills (Lawson, Abraham, & Renner, 1989; Brooks & Brooks, 1993; Brown, Collins & Duguid, 1989; Boddy, Watson & Aubusson, 2003)

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