Question-Answer Relationship (QAR) Strategy Using 5 E's (Engage, Explore, Explain, Elaborate, Evaluate) Instructional Design Model in Teaching Bioenergetics

Abstract

INTRODUCTION

In view of enhancing science classroom instruction using Question-Answer Relationship Strategy in a 5 E's Learning Cycle, researchers must elevate the Senior High Schools' ability in terms of reading, communication, and comprehension skills so as to have ease in recognizing relationships between a question and source of possible answer locations, also to enhance performance in answering questions about content area materials.

METHODS

This study investigated the Question-Answer Relationship (QAR) strategy using 5 E's instructional design model in teaching Bioenergetics with the use of quasi-experiment, non-equivalence, pre-test and post-test research design. It was conducted to test the significant difference in the academic performance between the experimental and control group (15 participants per group) and were chosen based on the pairing of their first grading grades in a science subject. Data were gathered using a validated 20-item performance test and results were analyzed using the mean, square of standard deviation, and t-Test for sample differences.

RESULTS

Results had shown an increase in the mean scores of the experimental group which corresponds to an increase of their scores in a wider range from their pretest scores as compared to their posttest scores. In terms of the value of variance, the control group had slight increase while the experimental group had a great decrease on their variance which can be explained in their scores which ranges from 16-17 (Satisfactory) and 18(Very Satisfactory) and are mostly concentrated on the moderate to highly proficient performance level and only few students failed in their performance level with scores ranging from 0-12 (Did Not Meet Expectation) as shown through a great decrease on the value of variance. For the control group, the scores were widely dispersed during pretest even on their posttest which signifies on the not proficient level of performance and only a few have a moderate to highly proficient performance level. The computed t-value was found in the critical region of the normal curve, therefore there is a significant difference between the posttest scores of the experimental and control groups.

DISCUSSIONS

Reasons behind the increase of academic performance could be associated with an enhanced level of comprehension, build of higher order thinking skills and achieve the highest level of Bloom's Taxonomy. Furthermore, a seminar was conducted so teachers can teach using QAR Strategy.