THE 5E INSTRUCTIONAL MODEL: AN IMPLICATION FOR LEARNERS’ SCIENTIFIC SKILLS ACQUISITION AMONG SECONDARY SCHOOLS IN VIHIGA COUNTY, KENYA

Abstract

This study investigated the effects of 5E instructional model on Biology students’ acquisition of scientific skills in Vihiga county, Kenya. The objective of the study was to determine the effect of using 5E instructional model approach on student’s acquisition of scientific skills. The secondary education curriculum in Kenya has been adversely criticized by researchers and the production industry for not meeting the societal expectations. It is accused of focusing on knowledge rather than enabling learners to acquire skills required for the world of work. The government has therefore adopted the Competency Based Curriculum (CBC) to allow learners acquire skills and values to address the challenges posed by the job industry. The secondary education curriculum has since been designed to embrace learner centered activities with a greater collaboration with the community to meet their demands. The study engaged 550 students of biology. A pre-test and post-test on acquisition of scientific skills were used for data collection. Validation of the instruments was by Kenya National Examination Council experts in Biology. Reliability of the tests was determined by Cronbach’s reliability using split half method. Data analysis was done using T-test at 0.05 level of significance. The results indicated a significant difference in acquisition of scientific skills between learners in the treatment group and the control group. It was therefore concluded that the 5E instructional model improved scientific skills acquisition among students of Biology in secondary schools in Vihiga County, Kenya. The study therefore recommended that teachers should adopt 5E instructional model to improve learner’s acquisition of scientific skills in Biology lessons.