Investigating the Effects of the 5E Instructional Model on Primary School Students Through Non-Cognitive Outcomes

Abstract

Learning based on effective pedagogical models is proven to be useful for the cognitive domain of learners. The 5E instructional Model is one such model that helps achieve better learning outcomes in science subjects. The cognitive outcomes that lead to academic achievement in a traditional classroom setting and the in structional models have been individually analyzed in the literature. Whereas, the non-cognitive outcomes are scarcely investigated. Therefore, in this study, we investigate the effects of the 5E instructional model through the non-cognitive out comes, namely grit, self-efficacy, and peer interaction. Moreover, we compare the impact of these three non-cognitive outcomes on academic achievement in a class room based on the 5E instructional model and a traditional classroom. The results of the controlled experiment show a significant relationship between student’s aca demic achievement and self-efficacy, grit, and peer interaction. Additionally, it is observed that students learning based on the 5E instructional model shows better academic achievement compared to the students in the traditional teacher-centric setting.