The 5E instructional model produced significantly higher posttest mathematics achievement than traditional instruction in a Nigerian quasi-experiment¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with the 5E instructional model scored significantly higher on posttest mathematics achievement than students taught with traditional methods, t(170) = 4.45, p < 0.05. → Stephen Akinyemi Omotayo & Joshua Oluwatoyin Adeleke 2017

Evidence¶

Stephen Akinyemi Omotayo & Joshua Oluwatoyin Adeleke 2017¶

Stephen Akinyemi Omotayo & Joshua Oluwatoyin Adeleke. (2017). The 5E Instructional Model: A Constructivist Approach for Enhancing Students' Learning Outcomes in Mathematics. JISTE, Vol. 21, No. 2, 2017. https://eric.ed.gov/?id=EJ1176946

q2 · i? · causal · r2

Pretest-posttest quasi-experiment; 88 students taught with the 5E model and 84 with traditional methods for six weeks. Independent t-test showed the 5E group's posttest mean of 13.15 exceeded the traditional group's 11.32, "t(170) = 4.45, p < 0.05". No effect size printed.

"Table 4 shows that there was a significant effect of treatment on students' achievement in mathematics, t(170) = 4.45, p < 0.05. The table reveals that the mean scores of students taught with the 5E instructional approach (M = 13.15, SD = 2.36) is higher than those taught with the traditional method (M = 11.32, SD = 3.00)."

Discussion¶

Related Claims¶

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