The 5Es Instructional Model and the Academic Performance in Science Learning of Grade 6 Learners

Abstract

The purpose of this study was to investigate the significant relationship between the 5Es Instructional Model and the Academic Performance of Grade 6 learners in Science in Selected Public Elementary Schools in Caloocan City. A total of 351 Grade 6 learners from three (3) biggest schools in the Caloocan North II District were involved in the study. They were selected through stratified random sampling with the aid of simple random sampling in identifying individual respondents, where the fishbowl method was used. To determine the significant relationship of the 5Es Instructional Model and the Academic Performance, a modified questionnaire was used. It composed of two parts: Part 1, about the general weighted average of the respondents in the 1st grading period in Science and on Part 2, about the usage of 5Es as Teaching Strategy in Science. For the statistical analysis, the One-Way Analysis of Variance (ANOVA) was used.

Based on the findings obtained in the study, there was a need to improve to the skills involves in each phase of 5Es Instructional Model in teaching Science among Grade 6 learners such as upgrading teachers competencies in using the model, focusing on arousing interest, give more opportunities to learner to work together, enhance the art of question for justification and clarification and to check continuously the development of the learners. In order to create an environment of critical thinking and solving problems that are considered to be important in 21st-century learners and to improve learners' academic performance.