The Effectiveness of 5E’S Learning Cycle Strategy in Developing Problem-Solving Skills for Learning Science Subject Among Third Grade Students

Haya Mohammad Aqeel ,Ramzi Fathi Haroun

doi:10.7176/jlpg/98-21

Abstract

The current study aimed at identifying the effectiveness of 5E’S learning cycle strategy in developing problem-solving skills for learning science subject among third grade students. In order to achieve the objectives of the current study, the researchers have developed a test to measure problem-solving skills in science among third grade students. The semi-experimental approach was adopted, as the study sample consisted of (38) students in Amman, with (20) students representing the experimental group, and (18) students representing the control group. The experimental group studied according to the 5E’S learning cycle strategy, and the control group studied according to the regular strategy. The results revealed that there were differences between the experimental group and the control group in the solving problems skills in science attributed to the teaching strategy in favor of the experimental group. Keywords : 5E's Learning Cycle, Problem Solving Skills, Third grade DOI: 10.7176/JLPG/98-21 Publication date: June 30th 2020

Highlights

Introduction and theoretical backgroundCognitive changes in a world characterized by speed prevailing in technology and information and problems are intertwined in all aspects of life, as politicians, society and educators face problems related to preparing a generation capable of resisting challenges
The evidence was presented to a group of arbitrators specialized in the field of science in the methods of teaching science, curricula and teaching, and educational teachers from Queen Rania Academy, to express their views on the appropriateness of the educational material according to the 5E'S learning cycle strategy in developing problem solving skills in science, and the guide was modified according to the instruction of the jury
The results of the adjusted means for third-grade students on the scale of problem-solving skills in science in the experimental and control groups on the post-test, after isolating the effect of the pre-test,show that the differences were in favor of the third-grade students in the experimental group

Summary

No Means Standard deviation No Means Standard deviation

The results shown in Table (1) show that the mean of the problem-solving skills scale in the science as a whole among a sample of students from the third grade of the control group the pre-in the pre-test is (6.78), with a standard deviation of (2.10), while the mean of the post-test of this group is (6.61), with a standard deviation of (1.79). The mean of the problem-solving skills scale in the science as a whole for a sample of students of the third grade of the experimental group on the pre-test is (6.20), with a standard deviation of (1.64), to become in the posttest (15.80) and a standard deviation of (1.67).

Degrees of freedom

Control Experimental

Problem solving skills Information gathering proposing solutions

Gathering information

Findings

Proposing solutions Control