Effect of 5Es Instructional Model on Achievement of Secondary Level Students in Physics

Abstract

The use of the 5Es instructional model develops a deep conceptual understanding of learning in sciences. The study was conducted on a sample of 80 students who were randomly selected from a public school in district Sargodha during the academic session 2020-2021. For this study, a pretest-post test control group design was used. An intervention program based on a constructive learning approach and academic achievement test in physics were used. The study's main objective is to determine the effectiveness of secondary students' achievement in physics through the 5Es instructional model and lecture method. An achievement test was administered to both groups as a pre and post-test in order to assess their achievements. The data obtained were tabulated and analyzed by using SPSS to means,standard deviation and t-value. It is concluded that instruction based on 5Es instructional model caused significantly better achievement as compared to the lecture method. It is therefore recommended that5Es instructional model may be organized as an essential component for in-service and pre-service teachers' training programs.