The effect of 5e instructional model on students achievement in selected concepts in genetics

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.