ABSTRACT
This study evaluated the effectiveness of the 5E’s Instructional Model in improving the test performance of Grade 5 pupils in Science at Baybay 1 Central School in the Division of Baybay City. The findings of the study served as the basis for the proposed Improvement Plan. The study employed a quasi-experimental design, which was appropriate because it allowed the researcher to measure the effect of the 5E Instructional Model on learners’ test performance within a natural classroom setting, where random assignment to groups was not feasible. Specifically, a pre-test–post-test non-equivalent control group design was used. The experimental group consisted of Grade 5 learners exposed to the 5E Instructional Model, which included the phases Engage, Explore, Explain, Elaborate, and Evaluate, while the control group was taught using traditional instructional methods. Both groups took a pretest before the intervention to determine their initial understanding and performance in Science. Following the instructional period, a posttest was administered to both groups to measure improvement in their comprehension and application of scientific concepts. This design enabled the researcher to compare the improvement in test performance between the experimental and control groups, control for pre-existing differences using pretest scores as a baseline, and determine the effectiveness of the 5E model in enhancing learners’ understanding and application of science concepts. The quasi-experimental design was particularly practical in school settings, where random assignment could have disrupted normal class schedules, and it directly measured the impact of the instructional model on academic achievement, making it ideal for evaluating educational interventions. The use of both pre-test and post-test allowed the researcher to track learners’ growth and attribute improvements to the 5E instructional approach. For data analysis, descriptive statistics were used to summarize learners’ performance before and after the intervention, while inferential statistics, such as paired sample t-tests or ANCOVA, were utilized to determine whether differences in posttest scores were statistically significant, adjusting for pretest scores.
The Test of Difference Between Post-Test Scores of Experimental and Control Groups, specifically focusing on the comparison between the two groups after the implementation of the instructional intervention. The table provides information on the post-test performance of both groups, the statistical analysis, the decision on the null hypothesis, and the interpretation of the results. Its primary objective was to determine whether a significant difference existed between the performance of pupils exposed to the 5E Instructional Model and those taught using traditional methods. The results indicate a clear advantage for the experimental group over the control group. The statistical analysis led to the rejection of the null hypothesis, confirming that the observed difference in achievement between the two groups was significant and not due to chance. The comparison further demonstrates that learners who experienced the 5E Instructional Model performed better than those who received conventional instruction. The findings reflect a greater level of mastery, understanding, and application of Science concepts among pupils exposed to the intervention. This significant result supports the conclusion that the instructional model meaningfully contributed to improving learners’ academic performance. The results imply that the 5E Instructional Model was more effective than traditional teaching methods in enhancing pupils’ academic achievement. The structured, inquiry-based, and learner-centered approach improved conceptual understanding and the ability to apply scientific knowledge. These findings confirm that strategically sequenced instructional methods can promote better learning outcomes and foster deeper comprehension of Science content.
Keywords: Effectiveness, 5E’s Instructional Model, Test Performance, Grade 5 Science
INTRODUCTION
Science has always been viewed as a challenging subject for many learners. Teachers often observe how pupils struggle to understand scientific concepts and how traditional teaching approaches sometimes make the subject less engaging. The 5E Instructional Model, which stands for Engage, Explore, Explain, Elaborate, and Evaluate, is an innovative framework designed to make learning more meaningful and student-centered. Each phase of the model provides opportunities for learners to construct their own understanding through active participation and guided inquiry. The Engage phase sparks curiosity and connects prior knowledge to new learning; Explore encourages hands-on activities and teamwork; Explain allows learners to articulate their understanding; Elaborate deepens comprehension through application; and Evaluate measures what students have learned and how they apply it.
In relation to test performance, the 5E model helps learners move beyond memorization and toward conceptual understanding. When students are actively engaged and given the chance to explore, they develop a clearer grasp of abstract scientific ideas. This deeper understanding enables them to perform better on assessments, as they are able to reason, analyze, and apply what they have learned rather than simply recalling information. Particularly for Grade 5 learners, who are beginning to transition from concrete to abstract thinking, this model provides structured and interactive learning experiences that foster both academic growth and enthusiasm for science.
According to Hayat and Hussain (2021) in their study “Building Conceptual Understanding of Primary School Students in Science through the 5E Instructional Model,” the use of the 5E approach significantly improved students’ achievement in science. The researchers used a quasi-experimental design involving primary school learners who were taught using either traditional methods or the 5E model. Results revealed that students who experienced 5E-based instruction performed better in post-tests, particularly in remembering, understanding, and applying scientific concepts. Hayat and Hussain (2021) emphasized that the model not only enhanced academic performance but also developed essential 21st-century skills such as critical thinking, collaboration, and communication. Their findings support the idea that interactive and inquiry-based strategies make science lessons more effective and engaging, leading to improved comprehension and sustained learner motivation. This study provides a strong basis for conducting similar research in the Grade 5 level to verify whether the same positive outcomes can be achieved among younger learners.
From the researcher’s standpoint, improving learners’ academic performance in science requires shifting from the traditional lecture-based method to more innovative, learner-centered strategies. Approaches such as the 5E model, cooperative learning, and inquiry-based instruction can help learners become more involved in the learning process. When lessons are interactive and connected to real-life experiences, learners develop a deeper understanding of scientific concepts and retain information longer. The researcher believes that effective teaching should not only focus on academic achievement but also on developing curiosity, problem-solving skills, and a lifelong love for learning. By integrating modern teaching strategies, teachers can nurture critical thinking and creativity—skills that are essential for success in the 21st century.
Despite various teaching efforts, several problems continue to affect students’ academic performance in science. Many Grade 5 learners find it difficult to understand lessons when presented through traditional, lecture-type methods. This often leads to misconceptions and the tendency to memorize information without true comprehension. Some pupils also lose interest in science because lessons are not presented in an engaging or hands-on manner. Furthermore, limited instructional materials, time constraints, and large class sizes make it challenging for teachers to implement interactive strategies effectively. These obstacles hinder students from achieving their full potential and emphasize the need for a more dynamic and structured learning model such as the 5E instructional approach.
The researcher intends to pursue this study to explore how the 5E instructional model can improve Grade 5 learners’ understanding of scientific concepts and overall academic performance. Science learning should not only be about passing tests but about developing skills that will be useful beyond the classroom. The 5E model offers an opportunity to transform science instruction into an engaging, meaningful, and reflective process where students take ownership of their learning. Through this study, the researcher aims to provide evidence that innovative instructional strategies can address learners’ difficulties, increase motivation, and promote deeper understanding. Ultimately, the goal is to make science not just a subject to study, but a tool for discovery and lifelong learning.
This study evaluated the effectiveness of the 5E’s Instructional Model in improving the test performance of Grade 5 pupils in Science at Baybay 1 Central School in the Division of Baybay City. The findings of the study served as the basis for the proposed Improvement Plan.
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