Demystifying the ‘Dense’ Problem of Density Using 5E Learning Cycle

Year 2021, Volume: 4 Issue: 1, 31 - 42, 12.01.2021

Sylvester Donkoh Mıchael Kofı Annan Jennifer Osei

Abstract

The purpose of this action research was in two folds. First, it was to find out the efficacy of the 5E Learning Cycle in improving pupils' understanding of density. And second, to find out whether there will be a significant difference in males and female pupils’ understanding of density after the application of the 5E Learning Cycle. All 36 Basic Six pupils of a Basic School in the Assin North Municipality in the central region of Ghana were purposively selected to participate in the study. Since the design used was action research, the data collection procedure occurred in three stages; Pre-intervention stage, intervention stage and post-intervention stage. The results of the study showed that the mean score for the post-intervention test was almost twice the mean score of the pre-intervention test. While the girls’ scores showed a 111.255% increase, the percentage increase in scores for the boys was 98.676%. However, there was no significant difference between the performance of the boys and girls in the post-intervention test. This study confirmed that by taking pupils through the Engagement, Exploration, Explanation, Elaboration and Evaluation phases of the 5E Learning Cycle, learners will gain an improved understanding of density.

Keywords

5E learning cycle, Density, Science teaching and learning, Inquiry

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