Effectiveness of 5E Instructional Model on Learning Achievement in Mathematics at Secondary Level.

Abstract

This study investigated the effectiveness of the 5E instructional model on learning achievement in Mathematics compared with traditional teaching methods at the secondary level, using a non-equivalent control group design of a quasi-experimental method. The experimental group (n = 40) received instruction using the 5E instructional model, while the control group(n=40) was taught through traditional method. Pre-achievement and post achievement test were prepared and used to measure the learning achievement in Mathematics. The t-test was applied to compare the learning achievement of both the groups. The result indicates that the students of experimental group taught through 5E instructional model performed better than the control group. The results also indicate no significant difference in learning achievement between the groups during the pre-test. The findings suggest that the 5E instructional model enhances students' learning achievement and concept clarity in Mathematics. These results signify the effectiveness of incorporating the 5E instructional model to improve Mathematics education outcomes.