Chairperson, Graduate Committee: C. John GravesAcic, Vasilij2023-07-312023-07-312022https://scholarworks.montana.edu/handle/1/17415The 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.en5E learning cyclePhysicsHigh school studentsInquiry-based learningMotivation in educationProfessional PaperCopyright 2022 by Vasilij Acic