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The effects of the 5E learning model in the middle school classroom
(Montana State University - Bozeman, College of Letters & Science, 2022) Zavesky, Katy Ming-Chien Hwang; Chairperson, Graduate Committee: C. John Graves
Seventh graders continually need to be engaged and motivated to work in class. The main research question was "what are the effects of the 5E Learning Model on academic achievement and attitude in middle school classroom?" Students were split into four classes which engaged in traditional learning and 5E Learning Models. Pre- and post-treatment assessments, surveys, interviews and teacher observations were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that students' attitudes of science improved with the 5E Learning Model through student short answer responses and small group interviews. There was no conclusive quantitative data relating to the 5E Learning Model and academic achievement. Through qualitative responses, students' attitude and engagement towards science improved with the 5E Learning Model.
The 5E model of learning in a chemistry classroom
(Montana State University - Bozeman, College of Letters & Science, 2022) Lippert, Mercedes; Chairperson, Graduate Committee: C. John Graves
The 5E model of learning includes five stages: engage, explore, explain, evaluate, and elaborate. The focus of my action research was to study the effect of the 5E model of learning on student learning and retention in chemistry. The study also investigated its effect on students' attitudes towards science and inquiry. During the duration of the study, two chemistry units were taught to two high school chemistry classes consisting of a total of 35 students. One class was taught one unit with the 5E model while the other class was taught using traditional methods, and then the classes were swapped for the next unit. Average test scores among treatment and non-treatment groups were not very different. However, lower-level students largely benefitted from following the 5E model. Students' attitudes towards science and inquiry improved after treatment. I'm looking forward to further incorporating the 5E model in a chemistry classroom throughout the school year.
The effects of the 5E learning cycle on high school science students
(Montana State University - Bozeman, College of Letters & Science, 2022) McCollough, David Frederick; Chairperson, Graduate Committee: C. John Graves
In this study, high school Earth science students were taught units on geologic time, oceanography, weather, and meteorology using the 5E learning cycle and traditional teaching methods. Pretest and posttest assessments, delayed posttests, observations, student interviews and pre- and post- TOSRA surveys were used to determine how the 5E learning cycle affects high school students. Results of this study suggested that there was no significant difference between outcomes of the two teaching methods. However, students seemed to enjoy the inquiry approach of the 5E learning cycle.
Anchoring phenomenon and 5Es in high school physics
(Montana State University - Bozeman, College of Letters & Science, 2022) Acic, Vasilij; Chairperson, Graduate Committee: C. John Graves
The purpose of this study was to determine if the use of an anchoring phenomenon to drive instruction via the 5E Learning Cycle would increase the overall engagement and achievement with students in my physics courses. The non-treatment group received a teacher-led direct instruction approach, while the treatment group was taught utilizing an anchoring phenomenon and the 5E model to promote more student-led instruction. Pre- and post- test results were analyzed to determine student growth by comparing the mean and normalized gain values between groups. Observations, a behavior tally sheet, and pre- and post- Likert-type surveys helped to gather data on student engagement. The analyzed data indicates more student growth and engagement took place during the treatment unit's.
Scientific literacy in a 5E secondary science classroom
(Montana State University - Bozeman, College of Letters & Science, 2021) Hall, Emily Martin; Chairperson, Graduate Committee: Greg Francis
As a secondary Earth Science teacher, I noticed my ninth-grade students focused on learning content but were less proficient reading and summarizing scientific articles, assessing scientific sources, and applying what they learned in the classroom to the real world. I wanted to prioritize these three foundational parts of scientific literacy in my ninth-grade Earth Science classroom. To focus on building scientific literacy, I conducted an action research project incorporating current events into the 5E instructional model in the ninth-grade Earth Science classes at Oceanside High School in Rockland, Maine. Throughout two 5E units, students watched news clips, read scientific articles, wrote minute papers, and connected what they were learning to what was happening in the real world. Lessons asked students to assess sources, summarize what they read, and learn about the scientific research related to the topics. I measured growth using interviews, surveys, assessments, and minute papers before and after the two 5E units. Students who attended at least 80% of classes were included in the data (N=46). The minute paper indicated medium growth in student ability to summarize sources. The Scientific Source Validity assessments showed an increase in the mean number of qualifications students used to assess source validity. Organizing interview responses by themes indicated 20.45% more students mentioned that current events helped them connect what they were learning to the real world and 8% more students expressed a desire to learn more after the two 5E units. At the end of my action research, there was positive growth in scientific literacy skills after incorporating current events into the 5E model. Students were more able to assess sources and understand the reason why, they were more specific in their summaries, and they were more excited to learn more about science and make connections.
The 5E instructional method in high school
(Montana State University - Bozeman, College of Letters & Science, 2020) Wieloch, Natalie Frances; Chairperson, Graduate Committee: Greg Francis
This research addressed the question of whether the 5E Instructional Method improves test scores in the science classroom. Students were given a pretest and a posttest for both a nontreatment and treatment unit. The results of those tests were compared. This research did not show a significant difference in tests scores between nontreatment and treatment units. The 5E Instructional Method was a beneficial teaching method because it increased student attitude and engagement, even though it was not found to increase test scores in this situation.
5E instruction in a biology classroom
(Montana State University - Bozeman, College of Letters & Science, 2020) Ingwaldson, Holly Marie; Chairperson, Graduate Committee: Greg Francis
The purpose of the study was to determine if students learn scientific concepts better from 5E instruction versus traditional science instruction. Two groups of students were taught genetics concepts in accordance with state standards. The non-treatment group received traditional science instruction while the treatment group received a small amount of traditional instruction followed by 5E instruction. Scores from the end of unit test were compared to see if there was a difference between mean and median values. Statistical testing indicated that students learned scientific concepts better when learning through 5E instruction. Students in the treatment group performed better on the test than students in the non-treatment group.
The 5E learning cycle vs. traditional teaching methods and how they affect student achievement rate, interest, and engagement in a high school physics classroom
(Montana State University - Bozeman, College of Letters & Science, 2020) Ali, Walayat; Chairperson, Graduate Committee: Greg Francis
The main research question I sought to answer was "the 5E learning cycle vs. Traditional teaching methods" and how they affect student achievement rate, interest, and engagement in a high school physics classroom? Students from two eleventh grade classes participated in the study that covered two physics units. Each class learned one unit through 5E learning cycle and one unit through traditional teaching methods. Pre- and post-content tests, surveys, interviews, attitude scales and engagement tally charts were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that Traditional teaching method was more effective to produce higher achievement rate but 5E learning cycle stimulated curiosity ,equipped students with better lab and critical thinking skills ,enhanced interest and improved engagement level .
Does teaching scientific inquiry through the 5E learning cycle affect ninth grade earth science students' engagement and conceptual understanding?
(Montana State University - Bozeman, College of Letters & Science, 2018) Hollow, Tyler; Chairperson, Graduate Committee: Greg Francis
I teach ninth grade earth science at Helena High School in Helena, Montana. I conducted Action Research (AR) in two of my class periods (51 students). Most of my students are Caucasian and 19.6% utilize Special Education Services. The purpose of this AR was to assess the effects of scientific inquiry on students' conceptual learning and engagement, and effects this might have on the teacher. Scientific inquiry has been defined by Next Generation Science Standards Science and Engineering Practices, which our district has recently adopted. The long-term goal for this AR is to increase success for ninth grade students by engaging them in their learning, teaching them the process of science and increasing their understanding of the natural world through scientific inquiry instruction. The AR essential question is, 'How does teaching scientific inquiry through the 5E Learning Cycle and other strategies affect ninth grade earth science students' engagement and their conceptual understanding?' For the methodology, I compared a treatment unit, taught through scientific inquiry teaching strategies, with a non-treatment unit, taught through traditional teaching strategies. The findings from the AR demonstrate that students had an increase in conceptual understanding in the scientific inquiry taught unit and improved student science inquiry skills. Results showed that similar student engagement occurs in activities that are taught in science inquiry instruction and traditional instruction. Students demonstrated positive attitudes during both units of study when the lessons were engaging. Students were highly engaged in lessons when they were hands-on, phenomenon were demonstrated, presentations were interesting, and when they were working on projects. I plan on using many teaching strategies from this AR, such as creating one 5E Learning Cycle for each unit, increasing the number of projects that are student driven, and include more demonstrations during presentations to increase students' understanding.
The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts
(Montana State University - Bozeman, College of Letters & Science, 2018) Dalbey, Leslie Heather; Chairperson, Graduate Committee: Walter Woolbaugh
Students participated in four instructional units related to genetics and the human body. Two treatment units were designed using the 5E Learning Cycle whereas two non-treatment units were designed using more traditional science teaching practices. To evaluate students' learning and retention of the science content the following data collection tools were utilized: pre-, post-, and delayed-post tests, performance assessments, and student generated concept maps. Results suggest that students made gains with both instructional methods but that there was not a clear distinction between which instructional style (5E or non-5E) was best.

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