The 5E learning model has a large positive effect on students' science process skills compared with traditional teaching¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i3 large
Currency · newest study 2017 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 Across 6 studies, the random-effects combined effect size of the 5E learning model on science process skills was reported as 1,559 (95% CI 1,124–2,214), statistically significant and in favor of the experimental group. → Nevin Kozcu Cakır 2017

Evidence¶

Nevin Kozcu Cakır 2017¶

Nevin Kozcu Cakır. (2017). Effect of 5E Learning Model on Academic Achievement, Attitude and Science Process Skills: Meta-analysis Study. Journal of Education and Training Studies, 5(11). https://doi.org/10.11114/jets.v5i11.2649

q3 · i3 · quant-synthesis · r1

Meta-analysis of 6 studies (5 articles, 1 thesis; 177 experimental and 169 control students) on science process skills. The discussion reports "ES=1,559" with SE=0,278 and CI to 2,214, described as a perfect level of effect; no negative-effect studies were identified.

"According to random effects model, it has been determined that the overall effect size of the studies was found to be 1,124 and ES=1,559 (%95 CI, SE=0,278) at a confidence interval of 2,214 and that it has a perfect level of effect according to Cohen (1988) classification."

Discussion¶

Related Claims¶

• The 5E and related instructional models significantly improve pre-K–12 science achievement (g = 0.82) — related
• The 5E model shows a large pooled effect on retention scores versus traditional methods, though the article's own Z-test is reported as non-significant — related
• STEM educational practices have a large positive effect on students' scientific process skills (REM ES = 0.820) — related