Effect of 5E Instructional Design Model on Academic Achievement of Junior Secondary School Students in Basic Technology

Abstract

This study investigated the effect of the 5E instructional design model on the academic achievement of junior secondary school students in Basic Science and Technology in Ogun State, Nigeria. The study was guided by two research questions and two hypotheses. The study adopted a quasi-experimental pretest–posttest non-equivalent control group design. A total sample of 136 students from two intact JSS II classes in two public junior secondary schools participated in the study. One group was taught using the 5E instructional design model, while the other group received instruction through the conventional lecture method. An instrument developed from past JSSCE questions, titled Work, Energy, and Power Achievement Test, was used to collect the data. The reliability coefficient of the instrument was found to be 0.82. Mean scores were used to answer the research questions, while Analysis of Covariance was used to test the hypotheses at 0.05 level of significance. The results revealed that students taught with the 5E instructional design model performed better than those taught with the conventional method. Findings also showed that there was no significant difference in the academic achievement of male and female students taught using the 5E model. The study concluded that the 5E instructional design model is an effective learner-centered strategy for improving students’ academic achievement in Basic Science and Technology. It was recommended that 5E instructional design model should be adopted in teaching Basic Science and Technology.