Effect of 5e Learning Cycle Model, Computer Assisted Instruction and Conventional Approaches on Students‟ Achievement in Cell Division

Abstract

This study explores the effectiveness of 5E Learning Cycle Model and Computer Assisted Instruction on senior high school students‟ achievement in Cell Division. To achieve this, the embedded mixed method designed was used. A total of 117 third / final year students were selected through multistage sampling technique to participate in the study. Three intact biology classes from three senior high schools in Gomoa East and Gomoa West Districts which offered the general science programme were selectd through simple random sampling technique. A pre-test-post-test non-equivalent control group quasi-experimental design with two experimental groups was employed to generate quantitative data. The students in all the groups were pretested before and post tested after going through the instruction with 30-item Cell Division Concept Achievement Tests (CDCAT). The qualitative data were obtained with interviews to gauge the views of the students‟ after being instructed with the 5E learning cycle and computer-assisted teaching approaches. Analysis of Variance (ANOVA) was used to analyse the quantitative data whilst open coding and constant comparison was used to analyse the qualitative data. The results showed no statistically significant difference in achievements among the study groups on the post-test. However, the students exposed to the 5E learning cycle and computer-assisted approaches showed positive attitudes towards the interventaional instructional approaches when they were interviewed. It was suggested that teachers could use the learning cycle and computer-assisted approaches to teach concepts students find difficult in Biology.