Fifth-grade students taught science through inquiry-based instruction supported by the 5E learning cycle achieved significantly higher post-test scores than students taught by traditional methods¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students taught with inquiry-based instruction supported by the 5E learning cycle scored significantly higher on the post-test achievement measure than students taught with traditional instruction (F = 5.121, p = .030). → Ali Abdi 2014

Evidence¶

Ali Abdi 2014¶

Ali Abdi. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research 2(1): 37-41. https://doi.org/10.13189/ujer.2014.020104

q2 · i? · causal · r1

Quasi-experimental study with non-equivalent groups (20 experimental, 20 control fifth-grade girls); ANCOVA on post-test scores of a 30-item achievement test. The article reports "a significant difference in the means score" between the 5E inquiry group and the traditional group, F = 5.121, Sig. .030.

"Table 2 indicates that the (F) value was (5.121) and it was significant value at the level (.030). This means that there is a significant difference in the means score of students taught sciences education using inquiry- based instruction supported 5E learning cycle and those taught using traditional approach."

Discussion¶

Related Claims¶

• Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
• Multiple-intelligences-based science instruction produced significantly higher post-test achievement than traditional instruction in a quasi-experiment with fifth graders — related
• In one quasi-experiment with two intact senior secondary classes in Ilorin, Nigeria, students taught Civic Education with the 5Es strategy scored higher on civic literacy than a conventionally taught class — related
• The 5E instructional model produced significantly higher posttest mathematics achievement than traditional instruction in a Nigerian quasi-experiment — related
• The 5E instructional model produced significantly higher posttest interest in mathematics than traditional instruction — related
• Descriptive post-test means favoured the 5E inquiry group (7.30 vs 6.35) over the traditional group — possibly the same claim (merge candidate)