The 5E instructional model produced significantly higher posttest interest in mathematics than traditional instruction¶

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 model scored significantly higher on posttest mathematics interest than the traditional-instruction group, t(170) = 4.216, 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

Same quasi-experiment, measured with the 20-item Mathematics Interest Inventory (Cronbach alpha .92). The 5E group's posttest interest mean of 63.09 exceeded the control group's 55.25, "t(170) = 4.216, p < 0.05". No effect size printed.

"Table 6 shows that there was significant effect of treatment on students' interest in mathematics, t(170) = 4.216, p < 0.05. The mean interest score of students taught with the 5E curriculum (M = 63.09, SD = 8.70) is higher than those taught with the traditional method (M = 55.25, SD = 14.79)."

Discussion¶

Related Claims¶

• The 5E and traditional groups were statistically equivalent in achievement and interest before treatment — related
• The 5E instructional model produced significantly higher posttest mathematics achievement than traditional instruction in a Nigerian quasi-experiment — related
• 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 — related