Effect of the 5E Learning Cycle Method of Instruction on the Achievement and Motivation Level of Pre-Service Science Teachers Toward Mechanics
DOI:
https://doi.org/10.67167/vertex.658Keywords:
5E learning cycle method, constructivist approach, achievement, motivation, mechanicsAbstract
Physics is often perceived as a difficult subject for tertiary students, necessitating effective instructional strategies to improve achievement and motivation. This mixed-methods study investigated the impact of the 5E Learning Cycle Method on the achievement, motivation levels, and learning experiences of 37 pre- service teachers at Bulacan State University, Bustos Campus. A quasi-experimental pre-test/post-test design was employed. Quantitative insights were gathered using the Force Concept Inventory (FCI) for mechanics achievement and the Motivation Scale towards Learning Physics (MSLP). Qualitative insights were collected through focus group discussions to substantiate the numerical results. Descriptive and inferential statistics, including t-tests and the Wilcoxon signed-rank test, were used for data analysis, while thematic analysis was applied to the qualitative interviews. Results showed significant improvements across metrics. The mean FCI score rose from 14.14 to 21.16 (t=-8.833, p=0.000), indicating a statistically significant gain in academic achievement. Similarly, the MSLP mean score increased from 2.37 to 3.65 (ω=0.00), confirming a significant boost in student motivation. Qualitative findings revealed that the 5E Learning Cycle Method enhanced the learning experience by fostering a low- pressure environment, encouraging collaboration, and increasing student confidence. The study concludes that the 5E Learning Cycle Method effectively improves pre-service teachers’ understanding of mechanics and their drive to learn. Consequently, it is recommended that the physics instructor integrate the 5E Learning Cycle Method into their curricula to better address student needs and enhance classroom outcomes.
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