Effect of 5E Learning Model on Academic Achievement, Attitude and Science Process Skills: Meta-Analysis Study

Nevin Kozcu Cakır


Today, with the development of science and technology and its rapid progress, the importance attached to science education has increased. This increase in interest has led to the development of the methods, techniques, and approaches that enable the students to be active, question and construct knowledge. The 5E learning model is one of them, and many studies have been conducted in literature related to this model. These independent studies have been carried out in different study areas, with different study groups, and different results have been achieved. In order to evaluate these results in general, it is necessary to make use of as many studies as possible. Meta-analysis was considered to work to reveal how each work has impacted the situation and make a generalization. From this point of view, a meta-analysis study was planned in this study to evaluate the effect of the 5E learning model on academic achievement, retention and scientific process skills. For this purpose, all the Master's, doctoral theses and articles in Turkish and English languages which were carried out in Turkey between 2006 and 2016 and which are suitable for the research problem have been scanned and included in the scope of the study. In order to limit studies and conduct meta-analysis in this context, studies had to be planned with semi-experimental design with experiment and control groups; there had to be quantitative data such as mean, standard deviation, and sample size and they had to be applied only in science courses. The data obtained from the articles and theses were meta-analyzed and it was determined that the 5E learning model had an effect on the students' academic achievement, attitude towards science and science process skills. In this context, studies should be conducted in order to limit the studies and to perform the meta-analysis, in which semi-experimental design with experimental and control groups is planned, t-test is applied only in science courses. By analyzing the data obtained from the articles and theses, a general evaluation was made about the effect of the 5E learning model on academic achievement, attitude toward science and science process skills. As a result of the study, the effect of the method applied for each dependent variable was found to favor the experimental group.

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DOI: https://doi.org/10.11114/jets.v5i11.2649


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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