5E Instructional Model Among Biology Students

A Pedagogical Solution to Cell Biology Learning In Vihiga County, Kenya

Abstract

Biology is a science subject that provides informational foundation for advancements and innovation in critical areas of development in any nation. Biology has Cell Biology as its basic concept whose understanding is pre requisite for understanding of Biology as a whole. Despite the role of biology in development of any nation, failure rate in the subject remains high. The aim of this study was to determine the effect of 5E instructional model on academic achievement in Cell Biology concepts among students of biology in Vihiga County, Kenya. Mixed method research design that comprised of quasiexperimental design and focus-group interviews was used. A sample of 550 students and 12 teachers of biology was selected using multi-stage sampling procedure. Data was collected using two achievement tests and an interview schedule guide. The reliability of the research instruments was determined using Cronbach’s alpha coefficients while validity was established through consultation with research experts and practicing teachers. Data was analysed using the independent sample t-test, at α = 0.05. The main finding was that the 5E instructional model provided a pedagogical solution to the learning of Cell Biology concepts. Adoption of the 5E instructional model for effective implementation of the competency-based education (CBE) vision to realize an engaged, empowered and ethical citizen is therefore imperative.