The 5E learning cycle vs. traditional teaching methods and how they affect student achievement, interest, and engagement in a third grade science classroom
Crider, Joe Colin
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In this investigation, two third grade science classes were studied to determine whether the 5E Learning Cycle or traditional teaching methods were more effective in improving student achievement, interest and engagement. Both classes participated in a three-week 5E Learning Cycle unit and a three-week traditional teaching method unit. Results revealed higher student scores, interest and engagement during the 5E Learning Cycle units than the traditional teaching method units.