Effects of the 5E learning model on students’ academic achievements in movement and force issues

• Published in: Procedia, social and behavioral sciences Vol. 15; pp. 2459 - 2462
• Main Authors: Açışlı, Sibel, Yalçın, Sema Altun, Turgut, Ümit
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 2011
• Subjects: 5E learning model; concepts of movement and force; Physics education; concepts of movement and force; 5E learning model; Physics education
• ISSN: 1877-0428; 1877-0428
• DOI: 10.1016/j.sbspro.2011.04.128

The purpose of this study was to evaluate the efficiency of student guiding materials on student achievement, using the 5E learning model. The materials were developed by the researcher, based on the “Movement and Force” unit's objectives. Quasiexperimental research design included 60 students (30 experimental, 30 control group). Control group students were given experiment booklets, which were prepared for each experiment in accordance with the 5E learning model. To determine whether any differences exist between the two groups’ academic achievements, Achievement Tests on Movement and Force Issues were applied to the groups, both at the beginning and at the end of the semester as pre- and post-tests. Pre- and post-test results were compared, using a t-test in SPSS packet program. Results showed a meaningful difference between groups in favor of the experimental group (t58=5.06; p=.00 < .05).