Presentation on the research topic of PhD

RESEARCH THESIS TOPIC
BUILDING CONCEPTUAL UNDERSTANDING OF PRIMARY SCHOOL
STUDENTS IN SCIENCE THROUGH 5E INSTRUCTIONAL MODEL
AT PUBLIC SECTOR IN KHYBER PAKHTUNKHWA, PAKISTAN
Presented By
Fazal Hayat
Ph.D Education
2016-QUP-F-11349

Respected & Honourable
Teachers
&
Audience
Assalam o Alaikum

By the grace of Almighty Allah and efforts of my
Supervisor I am happy to be here in front of you to
present/defend my research thesis on the topic
“Building Conceptual Understanding of
School Students in Science through 5E
Instructional Model at Public Sector in
Khyber Pakhtunkhwa, Pakistan”.

 According to Wallis (2015), primary education has a
key place in any form of education. It provides a
foundation for further education. When this
foundation builds on the pillars of conceptual
understanding, no one can stop you from achieving
your aim of quality education.
 Students can be rightly called as future decision
makers of the country. When students are being
capable of understanding science concepts and its
application, they will serve as a catalyst to rush the
country toward of socioeconomic development.
 Teachers are in favour of shifting the process of
teaching, learning from rote memorization to
conceptual understanding, especially in science
subjects.

 The dependence of concept formation in science
subject is directly proportional to the effectiveness
of teaching strategies/model adopted by teachers in
order to enrich the students with factual information
in a practical way.
 Several learning cycle models was adopted in
education field with various operational steps
consistent with the constructivist philosophy.
 A model proposed by Wittrock and Ayas known as
Generative Model consist of four phases, and also 7E
and 5E Models, examine activities in seven and five
various steps and utilizing the constructivist
teaching phases.

 The most useful among all these, 5E Instructional
Model presented by Roger Bybee, which consists
of five steps. Bybee is one of the pioneers of
Biological Science Curriculum Studies (Ergin,
Kanli & Ünsal, 2008).
 The present study focuses upon “Building
Conceptual Understanding of Primary School
Students in Science through 5E Instructional
Model at Public Sector in Khyber Pakhtunkhwa.

a) To determine the effects of 5E Instructional Model
on Academic Performance of Grade-V students in
science.
b) To find out the effects of 5E Instruction Model on
retention of science concepts, among Grade-V
students.
c) To identify the effects of 5E instructional Model on
the understanding of science concepts, among
Grade-V students.
d) To investigate the effects of 5E instructional Model
on students’ ability to apply science concepts in
different situation.

e) To find out the effects of 5E instructional Model
on students’ ability to analyze science concepts.
f) To determine the effects of 5E Instructional Model
on students’ ability to evaluate science concepts.
g) To identify the effects of 5E Instructional Model
on students’ ability of creativity in science.

H01 There is no significant effect of 5E instructional
Model on academic performance of Grade-V
students in science achievement test.
Model on the retention of science concepts.
model on the understanding of science concepts.
model on students’ ability to apply science
concepts different situation.

model on students’ ability to analyze science
concepts.
model on students’ ability to evaluate science
concepts.
model on students’ ability of creativity in science.

 The study will be beneficial for all the stakeholders
belongs to teaching learning process especially
administrative officers, policymakers, researchers,
psychologists DCTE, PITE, RITEs, and I.E.Rs.

 Due to time constraints the study was
delimited to Grade-V students at Government
Primary School Bakar, Government Primary
School Totali and Government Primary School
Sandimar Mardan.

Conceptual Understanding
 The ability of individuals to remember, understand,
apply, analyze, evaluate, and create novelty in
information delivery (Author, 2016).
5E Instructional Model
 “The 5E Model of Instruction includes five phases:
Engage, Explore, Explain, Elaborate, and Evaluate. It
provides a carefully planned sequence of instruction
that places students at the center of learning. It
encourages all students to explore, construct
understanding of scientific concepts, and relate those
understandings to phenomena or engineering
problems” (Bybee, 2006, p. 14).

2.1 Cognitive Development Theory
2.2 Constructivism
2.3 Taxonomy of Educational Objectives
2.4 5E Instructional Model
2.5 Conceptual Understanding
2.6 Related Studies
2.7 Summary

 The 5E Model, developed in 1987 by the Biological
Sciences Curriculum Study, promotes collaborative,
active learning in which students work together to
solve problems and investigate new concepts by asking
questions, observing, analyzing, and drawing
conclusions.
 Five phases of 5E instructional model are Engage,
Explore, Explain, Elaborate and Evaluate. It provides a
base for student to learn in an interactive environment.
It helps in building conceptual understanding of
students in different subjects like, Science,
Mathematics, English and Sociology (Bybee, 2015)

 The engage phase improve students’ cognitive
readiness by focusing on different objects, events,
problems, and situations.
 Learning outcomes are linked with prior knowledge of
students.
 Teachers facilitate students in introducing topic, rules,
and activities.
 The instructor tries to motivate students for the
lesson.

 The completion of engagement phase, students’ minds
become active, and they are ready to explore ideas about
current topic.
 The teachers note down the ideas explore by every
student and later in phase of explain it is compared with
the topic.
 Students are involved both physically and mentally in
exploring different concepts.
 The teachers work as a stage setter in explore phase, he
made a ground for students learning.
 Teachers give free hand to students to investigate
materials, objects, and situations.
 The teachers instruct and coaches the learners in process
of recording and analyzing observation (Naglimun, 2014).

 The 3rd phase of the model is Explain.
 It has two parts.
 In first part students share their experiences of engage
and explore phase.
 In second phases, teachers explain the topic with
examples relate to the students’ previous knowledge.

 Students’ misconceptions arise in the phase of explore
are cleared in this phase.
 This phase is the heart of 5E instructional model.

 The 4th phase of 5E instructional model, learner
elaborate the learning material and uses it in real
life situation.
 Elaboration phase provide opportunities to the
students to apply their concepts and skills in a
novel way.
 It will build their critical and creative thinking.

 The last stage of 5E instructional model is
Evaluate.
 The teacher give feedback to the learners on the
quality of their learning.
 Evaluation occurs throughout the whole learning
sequence in an informal way.
 The teachers administer a test to determine the
achievement of learning outcome in a formal way.
 Evaluation allows teachers to assess individual
learner progress.

 Quantitative research method was adopted
for the present study. The Research design of
the study was experimental containing
pretest-posttest control group. Two groups
experimental and control was formed.
 Experimental group received treatment
/intervention of 40 minutes class (six days in
a week) for 4 months, while control was
taught traditionally (Belapurkar, 2015; Acisli,
Yalcin & Turgut; 2011 Ceylan, 2008; Siddiqui
2016; Campbell, 2006)

Pretest Posttest Control Group Design
Group Pre-test Treatment Post-test
Experimental group = E R O X O
Control Group =C R O O

Independent Variable
 Independent variable or the cause or the treatment variable
was the 5E Instructional Model. The model has 5 phases.
Dependent Variables
 The variable which accepts the change due to the
manipulation of independent variable. The following variables
accepted the change as dependent variables due to 5E
instructional Model.
a) Students’ conceptual understanding in science subject.
b) Students’ academic performance in science subject.
c) Students’ ability to retain science concepts
d) Students’ ability to understand science concepts
e) Students’ ability to apply science concepts
f) Students’ ability to analyze science concepts
g) Students’ ability to evaluate science concepts
h) Students’ ability of creativity in science subject.

 All 13579 government primary schools for boys
in 58 districts of Khyber Pakhtunkhwa
constituted the target population. Total number
of Grade-V students were 204892.
 Three districts out of fifty-eight constituted the
accessible population, in which Swabi and
Mardan were from Urban Areas and Bunir from
Rural Area.
 All 13235 Grade-V students in 591 Primary
Schools of boys in district Swabi, 20769
students in 828 Primary Schools of district
Mardan and 9469 students in 421 Primary
Schools of district Bunir constituted accessible
population (ASC, 2016).

 Cluster random sampling technique was used for
selecting participants. Three cluster were made.
 Cluster 1 represented schools of district Swabi, cluster 2
represented the schools of district Mardan and cluster 3
represented the schools of district Bunir.
 One school was selected randomly from each cluster.
From cluster 1, “Government Primary School Bakar
Swabi”, from Cluster 2, “Government Primary School
Sandimar Turu Mardan” and from Cluster 3 “Government
primary school Totali Bunir” was randomly selected
through random digit number.
 From each school 5th grade students were selected as
sample of the study. The selected students were divided
into two groups: experimental and control group.
 Each group consisted of 30 students studying in class
5th.

Cluster 1
Number of Schools in Swabi = 591
Cluster 2
Number of School in Mardan = 828
Cluster 3
Number of schools in Bunir = 421
GPS Bakar GPS Sandimar Turu GPS Totali
5th grade students 5th grade students 5th grade students
60 60 60

 Experimental and Control groups were formed
randomly by odd-even method in each school.
 All the students of Grade-V in GPS Bakar were
advised to stand in a straight line and two groups
of 30, 30 students were formed.
 The odd group was named as Experimental, and
the even groups was named as Control.
 Similar procedure was adopted in other two
schools.

 For the development of lesson plan, content was
selected from the textbook of General Science for
Class 5th printed by Khyber Pakhtunkhwa
Textbook Board, Peshawar.
 Four units; classification of living things,
microorganism, matter and changes in its states
and forces and its states were selected from the
textbook for both groups.

 The Primary source of data collection was adopted.
In this connection, an achievement test in science
subject was constructed in accordance with table of
specification.
 The science achievement test was consisted of 60
items. All the items were according to the objectives of
the study and 10 items for each objective were
constructed.
 Levels of Cognitive Domain Items of SAT
 Remembering Level 10
 Understanding Level 10
 Applying Level 10
 Analyzing Level 10
 Evaluating Level 10
 Creating Level 10

 Remembering = 10*1 = 10
 Understanding = 10*1 = 10
 Applying = 10*1 = 10
 Analyzing = 10*1 = 10
 Evaluating = 10*1 = 10
 Creating = 10*1 = 10

 The first draft of the instrument was developed based on
conceptual knowledge dimension and sent to five
researchers (Prof. Dr Iffat Aara Hussain, Dr Muhabat
Khan, Dr Muhammad Kamran, Mr Siraj Muhammad and
Dr Shahji Ahmad for feedback (Zaman, 2011).
 Feedback received from the experts some items of the
science achievement test was revised. The experts
highlighted that action verbs must be related to the sub-
level of cognitive domain, which were improved later on.

Reliability Analysis (Table 3)
Scale No. of items Alpha Reliability
Remembering 10 .82
Understanding 10 .82
Applying 10 .82
Analyzing 10 .77
Evaluating 10 .79
Creating 10 .80
Overall abilities 60 .83
• The above table shows the reliability of items of
science achievement test. All the values are above .70
and proved the science achievement test as reliable
one.

 For collecting data, regarding the conceptual
understanding of Grade-V students both the groups
experimental and control were pretested in science
achievement test.
 With this, the level of conceptual understanding of
students in science subject was determined.
 After pretest the control group was taught by
concerned teachers in GPS Bakar, GPS Totali and GPS
Sandimar.

 The experimental group was taught by the concerned
teachers of the class in all three schools using 5E
instructional Model, each lesson in science subject was
prepared and planned according to the 5E model
phases: engagement, exploration, explanation,
elaboration and evaluation.
 The duration of the present study was 4th months
starting from September 2018 to December 2018.
Experimental group received treatment of a 40-minute
class (six days in a week) 2 days in a week for each

 After accomplishing the duration of intervention, both
groups were post-tested and the effectiveness of 5E
instructional model was determined by comparing the
mean score of pretest and post-test results.
 Treatment in all the three school was continued at a
time.

 Mean and Standard Deviation of the data retrieve from
SAT was determined as descriptive statistics.
 Collected data from the pretest and post-test was
analyzed, through independent sample t-test using
SPSS software 20 version in order to test the
hypotheses.

DATA ANALYSIS
AND INTERPRETATION

GPS Bakar GPS Sandimar Mardan GPS Totali
Pretest Posttest Gain Score Pretest Posttest Gain Score Pretest Posttest Gain Score
E C E C E C E C E C E C E C E C E C
M 31 33 50 40 19 7 31 35 48.3 40.7 16.5 5.1 22 22.7 34.6 29 12.6 6.5
S 4.78 4.90 3.90 4.70 3.40 2.50 8.9 7.7 6.7 9.1 7.5 3.6 6.4 5.4 5.1 4.8 3.9 3.42
t -1.46 8.7 15.17
0.000
-1.85 3.6 7.5 -.431 4.3 6.44
p .148 0.000 .069 0.001 0.000 .668 0.000 0.000

 Table 4.1.1, 4.2.1 and 4.3.1 showed the statistical
analysis of posttest and gain score data received from
SAT. The t-values of posttest and gain score 8.7 &
15.17, 3.6 & 7.5 and 4.3 & 6.44 highlighted a
significant effect of 5E instructional model on overall
academic performance of experimental group in all
three schools.
 Table 4.1.2, 4.2.2, 4.3.2 described the statistical
SAT. The t-values 3.0 & 2.015, 3.0 & 2.78 and 3.9 & 3.8
showed a significant effect of 5E instructional model on
students’ ability to retain science concepts in all three
schools.

 Table 4.1.3, 4.2.3 and 4.3.3 indicated the statistical
analysis of posttest and gain score data retrieve from
identified a significant effect of 5E instructional
model on students’ ability to understand science
concepts in all three schools
 Table 4.1.4, 4.2.4 and 4.3.4 showed the statistical
SAT. The t-values 5.2 & 4.9, 3.2 & 3.57 and 4.1 &
2.41 determined a significant effect of 5E
instructional model on students’ ability to apply
science concepts in all three schools.

 Table 4.1.5, 4.2.5 and 4.3.5 elaborated the statistical
analysis of posttest and gain score data retrieved
from SAT. The t-values 7.5 & 9.8, 3.2 & 7.74 and 3.1
& 3.8 found a significant effect of 5E instructional
model on students’ ability to analyze science
concepts in all three schools.
 Table 4.1.6, 4.2.6 and 4.3.6 showed statistical
SAT. The t-values 12.5 & 12.3, 4.0 & 1.4 and 2.2 &
2.9 showed a significant effect of 5E instructional on
students’ ability to evaluate science concepts in all
three schools.

 Table 4.1.7, 4.2.7 and 4.3.7 described statistical
highlighted a significant effect of 5E instructional
model on students’ ability to create science concepts
in all three schools.

 From the findings of GPS Bakar, GPS Sandimar and
GPS Totali, it was concluded that academic
performance of students in pretest were same, while
due to intervention of 5E instructional model the
students of experimental group performed better
than the control group which leads to reject the H01.
 According to the statistical analysis of the data
received from GPS Bakar, GPS Sandimar and GPS
Totali, it was concluded that 5E instructional model
has significant effect on students’ ability to retain
science concepts, due to which H02 was rejected.

 Findings revealed that t-value demonstrate a
significant effect on students’ ability to understand
science concepts due to intervention of 5E
instructional model and the researcher rejected H03.
 On the basis of t-value, p-value of pretest, posttest
and gain score, it was concluded that students of
experimental group performed better than the control
group to apply science concepts in real life situation.
 Findings related to objective no.4 determined a
significant effect of 5E instructional model on
students’ ability to analyze science concepts, which
leads to reject the H05

 According to the statistical inferences, it was
concluded that due to intervention of 5E instructional
model students of experimental group performed
better than the control group.
 The t-value, p-value of posttest and gains score
proved that there is a significant of 5E instructional
model students’ ability to evaluate science concepts
due to which H06 was rejected.
 Findings of the study associated with students’ ability
to create science concepts revealed that students of
experimental group performed better than the control
group due to manipulation of independent variable.

On the basis of conclusion, the following recommendations
were made.
 Teachers may introduce the 5E Instructional Model as a
teaching method for science subjects in all classes.
 The science textbook may revise with the 5 phases of the 5E
instructional model.
 Refresher courses for teachers may arrange to familiarize
them with the 5E instructional model.
 Teachers may develop a lesson plan for a specific topic
according to the phases of the 5E Instructional Model.
 The punctuality of teachers and students may be ensured
in the classes for better results.

 A similar study might be replicated in other provinces at primary
school level.
 A research study might be conducted to determine the effect of
5E instructional model on students’ academic achievement in
other subjects like mathematics, physics, and social study etc.
 This study might be replicate at private sector schools to
enhance learning quality.
 A comparative study of public and private sector students’
academic achievement in science by adopting 5E as teaching
method at elementary school level might be conducted.
 This study might be replicated on the female students at
Government Girls School.

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