Building Conceptual Understanding of Primary School Students in Science Through 5E Instructional Model at Public Sector in Khyber Pakhtunkhwa, Pakistan
The research study “Building Conceptual Understanding of Primary School Students in Science through 5E Instructional Model at Public Sector in Khyber Pakhtunkhwa” aims to identify 5E Instructional Model effects on students’ academic achievement in science, to determine 5E Instruction Model effects on students’ ability to remember science concepts, to find out 5E Instruction Model effects on students’ ability to understand the science concepts and to investigate 5E Instruction Model effects on students’ ability to apply science concepts in a real-life situation. The research design adopted for study was quasi-experimental. One group of 30 students was formed named Experimental group. Another group of 30 participants was form named the control group. Both groups were pretested. Experimental group students were taught through 5E Instructional Model for 4 months and control was treated as usual. Both groups were post-tested. The data were analyzed through SPSS 16. An independent sample t-test was utilized to determine the significance of the 5E instructional model by testing null hypotheses. The result of the study in form of descriptive and inferential statistics highlighted that the 5E learning cycle model has a substantial impact on students’ ability to retain/remember, understanding, and applying science concepts. Based on these findings null hypotheses were rejected. Based on findings it was suggested that effort may be made to introduce the 5E learning cycle model at all school levels. The medium of instruction may be Urdu or mother tongue at the primary school level. Textbook revision is necessary. To familiarize teaches with the 5E instructional model, refresher courses may be arranged.
Copyright (c) 2021 Research Journal of Social Sciences and Economics Review
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.