Students' Conception of Cell Structure and Function in the 5E's Instructional Model

Abstract

Two styles of teaching high school biology were examined at Tablon National High School, Division of Cagayan de Oro City in the school year 2010-2011. The study also determined the level of conceptual understanding and conceptual change of students exposed to these two teaching styles. The subjects of the study were 40 second-year high school students who were chosen from two intact heterogeneous sections. At the beginning of the study, a two-tiered test was administered to both groups to obtain a baseline. The experimental group was taught with the use of the 5E's instructional model. The control group was not exposed in the 5E's instructional model. A unit of study of cell structure and function was taught to the students within three weeks and then the same two-tiered test was administered again as post-test to both groups. When compared with the control group, the students exposed to the 5E's instructional model have a higher level of conceptual understanding on the basic concepts and principles of cell structure and function than those who were not exposed to the 5E's instructional model. Results also revealed that the students in the experimental group showed a significant improvement in the conceptual understanding of cell structure and function.