Exploring Effective Approach to Teaching Thermal Physics: Comparing 5E Model, Differentiated Instruction and Conventional Teaching
DOI:
https://doi.org/10.70232/jrep.v2i1.22Keywords:
5E Instructional Model, Conventional Teaching Method, Differentiated Instruction, Gender, Thermal PhysicsAbstract
In this study, the effects of 5E Instructional Model (5E), Differentiated Instruction (DI) and conventional teaching method on Senior High School (SHS) physics students’ academic performance in Thermal Physics were compared. Method: By employing a quasi-experimental pretest/posttest non-equivalent control group design, 291 SHS 2 physics students were used from six intact classes which were randomly selected from three SHSs in the Mampong Municipality and Sekyere South District. The hypotheses were tested using one-way ANCOVA and two-way ANCOVA at α=0.05. The results showed that there was a significant effect of at least one of the teaching methods on the academic performance of students (F(1,287)=150.766, p=0.001<0.05), with students taught using DI obtaining the highest adjusted mean scores of 18.978 (std. error = 0.437), followed by those taught using 5E group (adjusted mean = 16.373, std. error=0.430), and those taught using the conventional teaching method (adjusted mean score = 13.734, std. error = 0.452). Also, there was a significant interaction between gender and teaching method (F(1,284)=241.395, p=0.001<0.05) with no significant difference observed between male and female students taught using DI (mean difference=0.233, p=0.765) and 5E (mean difference=0.75, p=0.532), but a significant difference in academic performance between male and female SHS students taught using conventional teaching method (mean difference=8.284, p=0.000). It was therefore recommended, amongst others, that SHS physics teachers in Mampong Municipality and Sekyere South District should consider differentiating their students in order to tailor Thermal Physics lessons to all students, which will help them perform better.
References
Abuh, Y. P. (2021). Gender and Assessment of Physics Students’ Academic Performance in Senior Secondary School SSIII (SS3) Olamaboro Local Government Area of Kogi State, Nigeria Abstract. African Journal of Science, Technology and Mathematics Education, 6(2), 1–9.
Ahmad, N., Shaheen, N., & Gohar, S. (2018). 5E Instructional Model: Enhancing Students’ Academic Achievement in the Subject of General Science at Primary Level. Journal of Education & Social Research, 1(1), 91–100.
Aina, J. K., & Akintunde, Z. T. (2013). Analysis of Gender Performance in Physics in Colleges of. Journal of Education and Practice, 4(6), 1–6.
Amankona, D., Kweitsu, G., & Korankye, B. (2018). A critical assessment of public funding of education in Ghana. British Journal of Interdisciplinary Research, 8(1), 19–28.
Andam, A. B., Amponsah, P. E., Nsiah-Akoto, I., Hood, C. O., & Nyarko, S. (2019). Women in physics in Ghana: Our story. AIP Conference Proceedings, 2109(June), 10–12. https://doi.org/10.1063/1.5110092
Apata, F. (2013). Influence of Gender and Class Size on Students’ Practical skills in Physics. Journal of Educational Studies and Management, 1(1), 33–43.
Appiah-Twumasi, E. (2020). An Investigation into the Selection of Teaching Methods and Factors Influencing the Selection: A Case of Science Teachers of Berekum Municipality, Ghana. International Journal of Innovative Research and Development, 9(12), 67–74. https://doi.org/10.24940/ijird/2020/v9/i12/dec20050
Appiah-Twumasi, E., Nti, D., Acheampong, R., & Ameyaw, F. (2021a). Diagnostic Assessment of Students’ Misconceptions about Heat and Temperature Through the Use of Two-Tier Test Instrument. British Journal of Education, Learning and Development Psychology, 4(1), 90–104. https://doi.org/10.52589/bjeldp-o22b5epk
Appiah-Twumasi, E., Nti, D., Acheampong, R., & Eminah, C. (2021b). Effect of the 5E Instructional Model on Physics Academic Achievement Based on Gender and Students’ Ability: A Case of Berekum Senior High Schools in Ghana. East African Journal of Education and Social Sciences, 2(1), 1–10. https://doi.org/10.46606/eajess2021v02i01.0060
Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification. European Journal of Education and Pedagogy, 4(1), 84–92. https://doi. org/10.24018/ejedu.2023.4.1.551
Awofala, A. O. A., & Lawani, A. O. (2020). Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction. Journal of Educational Sciences, 4(1), 1. https://doi.org/10.31258/jes.4.1.p.1-19
Awudi, B., & Danso, S. (2023). Improving students’ performance and conceptual understanding of heat transfer using demonstration method. Journal of Mathematics and Science Teacher, 3(2), 1–10. https://doi.org/10.29333/mathsciteacher/13164
Azigwe, J. B., Kyriakides, L., Panayiotou, A., & Creemers, B. P. M. (2016). The impact of effective teaching characteristics in promoting student achievement in Ghana. International Journal of Educational Development, 51, 51–61. https://doi.org/10.1016/j.ijedudev.2016.07.0 04
Babajide, & Folasade, T. V. (2013). Enhancing Female Participation in Practical Physics: Effects of Instructional Strategies. African Journal of Pedagogy, 5(1821–8474).
Bahadir, F., & Melih, D. (2022). The Effect of 5E Instructional Model on Students’ Academic Achievement: A meta-Analytic Study. İstanbul Aydın Üniversitesi Sosyal Bilimler Dergisi, 14(4), 532–552. https://doi.org/10.17932/IAU.IAUSBD.2021.021/iausbd
Bekteshi, E., Avdiu, E., & Xhaferi, B. (2022). Enhancing the 5E Learning Model (Engage-Explore-Explain-Elaborate-Evaluate) Among University Students in Kosovo. Journal of Language and Literary Studies, 13(40), 335–350. https://doi.org/10.31902/fll.40.2022.17
Blundell, S. J., & Blundell, K. M. (2010). Concepts in Thermal Physics (2nd ed.). Oxford University Press Inc.
Bonney, E. A., Amoah, D. F., Micah, S. A., Ahiamenyo, C., & Lemaire, M. B. (2015). The Relationship between the Quality of Teachers and Pupils Academic Performance in the STMA Junior High Schools of the Western Region of Ghana. Journal of Education and Practice, 6(24), 13.
Borah, R. (2020). Enhancing Performance of VIII Grade Learners Using Constructivist ‘5E’ Model in Social Science at Elementary Education of Assam. International Journal of Management (IJM), 11(7), 1475–1481. https://doi.org/10.34218/IJM.11.7.2020.131
Bright, C. E. (2006). Learning Style Questionnaire. https://learning.ucmerced.edu/sites/learni ng.ucmerced.edu/files/page/documents/learningstylequestionnaire.pdf
Brunello, A., & Brunello, F.-E. (2022). The Relationship Between Differentiated Instruction and Student Motivation in Mixed Ability Classrooms. International Journal of Communication Research, 12(4), 279–284.
Bunkure, Y. I. (2019). Efficacy of 5E Learning Strategy in enhancing Academic Achievement in Physics among Students in Rano Education Zone, Kano State, Nigeria. Journal Of Science Technology and Education, 7(3), 296–304. http://www.atbuftejoste.com/index.php/joste/a rticle/view/84
Bybee, R. W. (2018). BSCS 5E Instructional Model: Personal Reflections and Contemporary Implications. Science and Children, 51(8), 15–18.
Bybee, R. W. (2019). Using the BSCS 5E Instructional Model to Introduce STEM Disciplines. Science and Children, 51(2), 8–12.
Bybee, R. W., Taylor, J. A., Gardner, A., Van, P., Powell, J. C., Westbrook, A., Landes, N., Spiegel, S., Stuhlsatz, M. M., Ellis, A., Thomas, H., Bloom, M., Moran, R., Getty, S., & Knapp, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, Co.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed). Routledge.
Deborah, T. A. (2015). Bridging Gender Gap in the Physics Classroom: The Instructional Method Perspective. Journal of Education and Practice, 6(20), 14–24.
Ellah, B. O., & Achor, E. E. (2018). Effect of 5E Constructivist Instructional Approach on Students’ Achievement and Attitude to Physics in Senior Secondary Schools. Journal of Research in Curriculum and Teaching, 10(3), 120–132.
Heinich, R., Molenda, M., Russel, J. D., & Smaldino, S. E. (2002). Instructional Media and Technologies for Learning (7th ed.). Prentice Hall.
Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of all the Students. International Journal of Instruction, 11(3), 207–218. https://doi.org/10.12973/iji.2018.11315a
Janelli, M., & Lipnevich, A. A. (2021). Effects of Pre-tests and Feedback on Performance Outcomes and Persistence in Massive Open Online Courses. Computers & Education, 16(1), 1–13. https://doi.org/10.1016/j.compedu.2020.104076
Jugović, I. (2017). Students’ Gender-Related Choices and Achievement in Physics. Center for Educational Policy Studies Journal, 7(2), 71–95. https://doi.org/10.26529/cepsj.170
Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes-Malach, T. J., & Singh, C. (2019). Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way. Physical Review Physics Education Research, 15(2), 20148. https://doi.org/10.1103/PhysRevPhysEducRes.15.020148
Kamran, M., Munir, N., & Wattoo, R. M. (2019). A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level. Global Social Sciences Review, IV(I), 61–66. https://doi.org/10.31703/gssr.2019
Kim, E. S., & Willson, V. L. (2010). Evaluating Pretest Effects in Pre – Post Studies. Educational and Psychological Measurement, 70(5), 744–759. https://doi.org/10.1177/0013164410366687
Kótay-Nagy, A. (2023). Differentiated Instruction in The EFL Classroom: An Interview Study on Hungarian Primary and Secondary School EFL Teachers’ Views and Self-Reported Practices. Journal of Adult Learning, Knowledge and Innovation, 6(1), 33–46. https://doi.org/10.1556/2059.2023.00076
Kotob, M. M., & Abadi, A. M. (2019). The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms. International Linguistics Research, 2(2), 8-17. https://doi.org/10.30560/ilr.v2n2p8
Kwaah, C. Y., & Palojoki, P. (2018). Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana. Cogent Education, 5(1), 1–19. https://doi.org/10.1080/2331186X.201 8.1561144
Lawshe, C. H. (1975). a Quantitative Approach to Content Validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Lynn, M. R. (1986). Determination and Quantification of Content Validity. Nursing Research, 35(6), 382-385
Marcourt, S. R., Aboagye, E., Ossei-anto, T. A., Armoh, E. K., & Vinette, V. (2022). Teaching Method as a Critical Issue in Science Education in Ghana. Social Education Research, 4(1), 82–90. https://doi.org/https://doi.org/10.37256/ser.4120232058
Ministry of Education. (2023). Physics Curriculum for Secondary Education (SHS 1 - 3). National Council for Curriculum and Assessment.
Morgan, M. A., & Aboagye, G. K. (2022). Students’ interest in physics by gender, school type and programme of study. International Journal of Research and Innovation in Social Science, 06(08), 591–601. https://doi.org/10.47772/ijriss.2022.6830
Muhammad, B. A., Omwirhiren, E. M., & Abubakar, S. (2019). Influence of 5E-Teaching Cycle on Attitude, Retention and Academic Performance of Students with Varied Ability in Selected Secondary Schools in Zaria Education Zone, Kaduna State, Nigeria. International Journal of Research in Commerce and Management Studies, 1(1), 60–71.
Nurasiah, L., Priatna, B. A., & Priatna, N. (2020). The effect of differentiated instruction on student mathematical communication ability. Journal of Physics: Conference Series, 1469(1). https://doi.org/10.1088/1742-6596/1469/1/012160
Obafemi, K. E. (2022). Effect of Differentiated Instruction on The Academic Achievement of Pupils in Mathematics in Ilorin West Local Government Area, Kwara State. Kwasu International Journal of Education, 4(1), 51–59. https://www.kije.com.ng
Obilor, E. I., & Miwari, G. U. (2022). Content Validity in Educational Assessment. International Journal of Innovative Education Research, 10(2), 57–69. www.seahipaj.org
OECD. (2018). Creating Effective Teaching and Learning Environments: First Results from TALIS. OECD publications Service.
Olusola, O. O., Popoola, O. E., & Omonijo, A. R. (2020). Comparative Analysis and Gender Effects of Students Academic Performance in Senior Secondary School Certificate Examination (SSCE) in Physics Between Year 2013 and 2017 in Ekiti State, Nigeria. European Journal of Educational and Development Psychology, 8(1), 11–19.
Pallant, J. (2011). SPSS Survival Manual: A Step-by-step guide to data analysis using SPSS (4th ed.). Allen & Unwin.
Rodriguez, S., Allen, K., Harron, J., & Qadri, S. A. (2019). Making and the 5E Learning Cycle. The Science Teacher, 86(05), 44–55. https://doi.org/10.2505/4/tst18_086_05_48
Salar, R., & Turgut, U. (2021). Effect of Differentiated Instruction and 5E Learning Cycle on Academic Achievement and Self-efficacy of Students in Physics Lesson. Science Education International, 32(1), 4–13. https://doi.org/10.33828/sei.v32.i1.1
Sam, C. K., Acheaw Owusu, K., & Anthony-Krueger, C. (2018). Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology. American Journal of Educational Research, 6(1), 76–82. https://doi.org/10.12691/education-6-1-12
Şener, S., & Çokçalışkan, A. (2018). An Investigation between Multiple Intelligences and Learning Styles. Journal of Education and Training Studies, 6(2), 125. https://doi.org/10. 11114/jets.v6i2.2643
Shumow, L., & Schmidt, J. A. (2013). Enhancing Adolescents’ Motivation for Science.
Sönmez, V. (2017). Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model. Universal Journal of Educational Research, 5(3), 347–356. https://doi.org/10.13189/ujer.2017.050307
Takwe, M.-A. A. (2019). Gender Disparity, Implications to Students’ Academic Performance in Science Subjects in Secondary Schools in Buea Sub Division, Cameroon. International Journal of Trend in Scientific Research and Development, 3(5), 1541–1567. https://doi.org/ https://doi.org/10.31142/ijtsrd26763
Tambaya, I. S., Isah, S. A., & Onize, G. (2023). Effects of Differentiated Instruction on Academic Achievement in Biology among the Public Senior Secondary School Students in Dutsin-Ma, Katsina. African Journal of Humanities & Contemporary Education Research, 10(1), 212–221.
Thakur, K. (2014). Differentiated Instruction in the Inclusive Classroom. Research Journal of Educational Sciences, 2(7), 10–14. www.isca.me
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145. https://doi.org/10.1177 /016235320302700203
Ünlü, K. Z., & Dökme, İ. (2022). A Systematic Review of 5E Model in Science Education: Proposing a Skill-Based STEM Instructional Model Within the 21-St Century Skills. International Journal of Science Education, 44(13), 2110–2130. https://doi.org/10.1080/0950 0693.2022.2114031
WAEC. (2017). Chief examiners’ Reports: Science Subjects. https://waecgh.org/chief-examiners-report/#1679644696468-0aa0c1d6-0482
WAEC. (2018). Chief examiners’ Reports: Science Subjects. https://waecgh.org/chief-examiners-report/#1679644696468-0aa0c1d6-0482
WAEC. (2019). Chief Examiners’ Report: Science Subjects. https://waecgh.org/chief-examiners-report/#1679644696468-0aa0c1d6-0482
WAEC. (2020). Chief examiners’ Reports: Science Subjects. https://waecgh.org/chief-examiners-report/#1679644696468-0aa0c1d6-0482
WAEC. (2021). Chief Examiners’ Report. https://waecgh.org/chief-examiners-report/#1679644696468-0aa0c1d6-0482
Wilson, K., & Low, D. (2017). Reducing the Gender Gap in First-Year Physics Performance. Proceedings of the Australian Conference on Science and Mathematics Education, The University of Queensland, 246–253. https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/10692
Wilson, K., Low, D., Verdon, M., & Verdon, A. (2016). Differences in gender performance on competitive physics selection tests. Physical Review Physics Education Research, 12(2), 1–16. https://doi.org/10.1103/PhysRevPhysEducRes.12.020111
Wrigley-Asante, C., Ackah, C. G., & Frimpong, L. K. (2023). Gender Differences in Academic Performance of Students Studying Science Technology Engineering and Mathematics (STEM) Subjects at the University of Ghana. Springer Nature Social Sciences Journal, 3(1), 1–22. https://doi.org/10.1007/s43545-023-00608-8
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Kenneth Darko Ateko, Isaac Owusu-Mensah, George Oduro-Okyireh
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
