The research proposal aims to evaluate the effectiveness of the 5E model in teaching physical science, specifically focusing on the topic of 'force' for 9th-grade students at a secondary level. The study will utilize a quasi-experimental design comparing student achievements between traditional teaching methods and the 5E model. Key objectives include developing lesson plans based on both teaching approaches and assessing their impact on learning outcomes through unit tests.

1. A Research Proposal
on
Effectiveness of 5E Model in Teaching
Physical Science at Secondary Level
Investigator: Subhashree Panigrahi
M.Ed . 3rd Semester, 2021
Roll No.15207U193013
Supervisor: Dr. Kulamani Sahoo
Asst. Professor of Education
University Department of Teacher Education
Utkal University, Vani Vihar, Bhubaneswar

2. Introduction
Constructive approach of learning
5E Model (Roger Bybee)
Engagement
Explanation
Evaluation
Exploration Elaboration
The constructive learning theory is one of the approaches of teaching-learning process
that is becoming more prominient in recent time.There are various kinds of models
being used in teaching process with different transaction steps based on constructive
learning theory.One of the most useful model is the 5E Model, developed by Roger
Bybee(1987).

3. Significance of the Study
The developments in science and technology shape almost every phase of our social lives. Science is
a field in which the base of science and technology is taught. By the help of science lessons,
individuals are developed in terms of cognition and productivity. Thus, modern theories must be applied
in teaching of science(Isman, Baytekin, Balkan,& Horzum,2002). Classroom teaching becomes more
effective ,when it was well informed by an understanding of how students learn and how learning will
be more successful and interesting, if students are given the opportunity to explain and clarify is their
ideas in the class. Learning without meaning understanding is valueless in our life. That is why
teachers should use productive teaching method in order to make learning meaningful(Olosunde &
Akinpelu, 2013). Traditional teaching method is the process of transmission of knowledge from teacher
to students. It is a one –way process and focuses only on rote memorization without proper
understanding and creative making. The scenario has changed after recommendation of National
Curriculum Framework(2005) adopting by constructive approach of learning. It recommends
connecting the life with real life situation and transforms the students from passive listener to active
learner.
The constructive approach of learning signifies the 5E method of teaching which is a systematically
organised model that gives real science experiences leads to construction of knowledge, incorporates
hands on activities, directed discussion and improves problem solving capacity. The learners create
new understanding for himself/herself and teachers provide activities that engage the child’s mind as
well as hand that leads to cognitive development. The 5E model is a constructive model which
increases students’ interest of research and targets at the discovery and the association with previous
knowledge of new concepts by students.
Further the model of teaching directs the investigator to find out the effectiveness in teaching. It will be
a meaningful attempt to evolve the new strategy of teaching and will be a great help and remedy to the
present monotonous system of teaching. Hence the study envisages to find out the effectiveness of 5E
model of teaching physical science at secondary level.

4. Review of Related Literature
Kesar(2003) applied 5E model in teaching a physical science chapter Electromagnetic Induction at secondary school
and considered the factors that affected the traditional learning method. At the end, found the difficulties in
realising the expected changes due to the factors that shaped activities in traditional physics classes, it was
concluded that the 5E design model developed by this study had a feasible structure to apply. Dogru-Atay &
Tekkaya (2008) investigated the comparative effect of 5E model of teaching science on 8th grade students. The
experimental group (N=104) received 5E method of instruction. The analysis indicated a statistically significant post-
treatment difference between the experimental group and control group in favour of experimental group after
instruction. Results also revealed that students’ logical thinking ability and meaningful learning orientation become
more significant. Ayaz & Sekerci (2015) conducted a meta-analysis study to define the effects of constructive
approach on students’ academic achievements. A sample of 53 students had taken and the study showed that, the
constructivism learning approach in comparison to traditional teaching methods, had a positive effect on the students’
academic achievements. Barman and Bhattacharya(2015) conducted a study to know the effectiveness of 5E model
of teaching method on students academic achievements in the subject of physical science at secondary level. A
sample of 50 students from VIIIth class Bengali medium school was selected by using random sampling technique.
The findings of the study was that the 5E method of teaching had a significant effect on students academic
achievements and knowledge increasing. Akanwa & Ovute (2014) studied the effect of constructivist teaching model
on student’s achievement and interest in physics. 160 senior secondary school students were taken as sample, which
are categorized into experimental and control groups. Quasi-experimental design was used for the study. The
experimental group was taught using constructivist approach whereas the control group was taught the same
concepts (waves and sound) using conventional (chalk board) approach. The findings of study was that constructivist
approach had a significant effect on both the achievement and interest in physics of senior secondary school students.

5. Statement of the Problem
The purpose of this study is to search the effect of 5E model in
teaching a physical science chapter “Force” in the content of 9th
grade science lesson on the academic achievements of the
students at secondary level. Teaching of this topic through 5E model
and researching the effect of this model on the academic success
would be important to provide an effective, permanent and
meaningful learning. The research study will be designed by quasi-
experimental non equivalent control group design. A sample of 20
students of 9th grade will be taken from a govt. high school in
Balasore district of Odisha. The lesson to be delivered to the
students will be prepared by two discrete lesson plans , following
traditional and 5E lesson plan steps. A unit test will be conducted by
the researcher to assess the achievement level of the students.
Hence, the researcher is keenly interested to study the problem
entitled as “EFFECTIVENESS OF 5E MODEL IN TEACHING
PHYSICAL SCIENCE AT SECONDARY LEVEL.”

6. Operational Definition of Key Terms
 Effectiveness: Here, effectiveness refers to the contribution of inputs in
upgrading learning performance and in achieving determined goal and
objectives.
 5E model: An instructional model of constructive approach of learning
encompassing the five phases: Engage, Explore, Explain, Elaborate and
Evaluation. Here, the researcher will provide the instruction through these
5Es’ and evaluate the outcomes generated through unit test.
 Teaching:The process of attending to students’ need, experience, and
feelings and making specific interventions to help them to learn particular
things.
 Physical science: The branch of science that deals with non-living
phenomena. The researcher has taken the topic “Force” of the physical
science subject on 9th grade to teach.
 Secondary level: It refers to the students studying in classes IX. Here
the researcher will conduct her research on the class IX students.

7. Objectives of the Study
The proposed study will be based on the following objectives:
1. To develop a 5E model lesson plan on the topic “Force” for 9th
grade students.
2. To transact the lesson both in traditional and 5E method of
teaching to the students.
3. To develop a unit test in consultation with experts on the topic
“Force” to assess the learning performance of the students
exposed to traditional method and 5E method.
4. To find out the effectiveness of 5E model by comparing the
achievement scores of the students exposed to traditional and
5E method of teaching.

8. Hypotheses & Methodology
Ho1 :There exists no significant difference in the mean learning
achievement scores of students exposed to 5E-model and
traditional method of teaching in physical science.
H1 :Teaching through 5E-model makes a significant difference in the
learning achievements of students exposed to traditional and 5E
method of teaching.
Methodology:
 Design of the study: The present study is a quasi-experimental research design where a pre-
test post-test non-equivalent group design will be used.
 Sample and Sampling technique: The sample of the study consists of students of class-IX of
Mohapatra High School, Balasore district of Odisha having Odia medium. The sample will be
drawn from two sections of class-IX as experimental group and control group which will be
selected randomly. The sample of the study will be confined to 20 students(the experimental
group and control group consists of 10 students each). Purposive sampling technique will be
used in the present study.

9.  Tools to be used for data collection: For collecting data from the sample, the
investigator will develop lesson plans followed by the steps of 5E-model and
traditional method along with a self prepared unit test for assessing the learning
performance of the students.
 Procedure of data collection: The investigator will personally go to the school with
a permission letter from the institution where she is pursuing her degree(University
Department of Teacher Education, Vani Vihar). The researcher will also seek
permission from the Head of the school for her research purpose. The study will be
carried out in two phases:
 Phase-1:Developmental phase- In this phase, the investigator will follow the ways-
content analysis, preparation of lesson plan, planning for assessment. One chapter
from class IX physical science subject i.e. “Force” is to be identified and content
analysis will be done. The lesson plan will be prepared by making use of steps of
5E-model.
 Phase-2: Experimental phase- The investigator will teach the chapter to the
experimental group in 5E method and to the control group in traditional method. The
effect of treatment will be judged by pre-test and post-test scores. The post test
scores will be measured after conducting the unit test in both the groups.
 Data analysis and interpretation: The instrument used to gather data in his study
is the unit test on the chapter “Force” of class IX physical science. Inferential
statistical technique(“t-test”) will be applied by the investigator for analysis and
interpretation of data.

10. Possible Outcomes of the Study
The 5E-model teaching is significant in teaching of
science than traditional method.
Promotes knowledge construction rather than
transmission by active participation.
Connects the knowledge of the students to the real
life situations.
Builds a strong foundation of knowledge by meaning
making.
Enhances creativity, collaborative, co-operative
approach of learning.
Creates opportunities for students to construct their
understanding of a concept over time.
Allows the students to ask their own questions and
find ways to investigate those questions.

11. Delimitations of the Study
The study will be confined to class-IX students
only .
The study will be conducted in Govt. High
school of Balasore district in Odisha only.
The investigation will be carried on in teaching
physical science subject.

12. References
Abdi, A. 2014. The Effect of Inquiry-Based Learning Method on Students’ Academic Achievement in
Science Course. Universal Journal of Educational Research, 2(1):
37-41.
Akanwa, U.N. & Ovute, A.O. 2014. The effect of constructivist teaching model on SSS Physics
students’ achievement and interest.Journal of Research and Method inEducation, 4(1):35-38
Ayaz, M.F. & Sekerci, H. 2015. The Effects of the Constructivist Learning Approach on Students’
Academic Achievement:A Meta-Analysis Study. Turkish Online Journal of
Educational Technology-TOJET, 14(4): 143-156
Barman, P. & Bhattacharyya, D. 2015. Effectiveness of constructivist teaching method: an experimental
study. International Journal of Research in Social Sciences and Humanities, 5(1): 69-76.
Chowdhury, S.R. 2016. A Study on the effect of constructivist approach on the achievents in
Mathematics of IX standard students. Journal of Humanities and Social Science, 21(2): 35-40.
Duyilemi, A.N. & Bolajoko, A.A. 2014. Effects of constructivists’ learning strategies on senior secondary
school students’ achievement and retention in biology. Mediterranean
Journal of Social Sciences, 5(27): 81-88.

13. Thank You