Abstract:
This study was conducted purposely to determine the effect of 5E instructional model on
students’ achievement in genetics. The study was guided by four research questions and
three null hypotheses, which were tested at 0.05 level of significance. Pretest-posttest
nonequivalent control group quasi-experimental research design was employed in this
study. The study sample comprised 84 third year students from five intact classes at Uncle
Rich Senior High School, Winneba. The intact classes were randomly assigned to
experimental and control groups. The experimental and control groups were taught selected
genetics topics using 5E instructional model and expository instruction respectively over a
period of six weeks. Two instruments, namely Genetics Achievement Test (GAT) with a
reliability coefficient of 0.67 and 5E Instructional Model Evaluation Questionnaire with a
reliability of 0.71 were used for data collection. Data obtained from the research
instruments were analysed using percentages, descriptive statistics such as mean and
standard deviation, and student’s t-test. The findings of the study showed that students in
the experimental group exposed to the 5E instructional model had a higher mean
achievement scores in genetics than those in the control group exposed to the expository
method of instruction. On the issue of gender differences, the study revealed that there was
no statistically significant difference between the mean achievement scores of male and
female students in the experimental group exposed to the 5E instructional model. Based on
the findings, the study recommended that the 5E instructional model should be employed
in the teaching of science especially genetics.
Description:
A Thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
AUGUST, 2020
