Effectiveness of 5E Instructional Model on Students’ Performance in Mathematics Non-routine Problem

Abstract

The study's aim was to determine the impact of the 5E instructional model on students' performance in non-routine mathematics problems. The population was made up of junior high school students in Oforikrom municipality, Ghana's Ashanti Region. The study used a quasi-experimental non-equivalent design. A total of 84 students were drawn at random from Oforikrom's two Junior High Schools. The experimental and control groups were assigned at random to the two schools. The experimental group was taught using the 5E instructional model, while the control group received traditional instruction. In both the pretest and posttest, students were given a non-routine achievement test consisting of mensuration, percentages, and equations. The independent sample t-test, Mann-Whitney U and Wilcoxon W tests, and Kruskal Wallis test were used to analyze the results. The study's findings showed that the 5E model has a positive effect on students' performance in non-routine mathematics problems. It also found that there is a significant difference between the control and experimental groups in favour of the experimental group. Furthermore, there was no significant difference in performance between male and female students in the experimental group. Finally, the study discovered no significant difference in the experimental group's performance based on the topics.