EVALUATING THE 5E MODEL’S EFFECT ON SPATIAL INTELLIGENCE AND GEOGRAPHY PERFORMANCE
DOI:
https://doi.org/10.29121/shodhkosh.v4.i2.2023.5310Keywords:
5e Instructional Model, Spatial Intelligence, Academic Achievement, Geography Education, Inquiry-Based Learning, Student EngagementAbstract [English]
The purpose of this research is to determine the impact of using the 5E Instructional Model in development of 9th-grade students’ spatial intelligence as well as their achievement in geography when compared to conventional approaches in Hyderabad District, Telangana. The 5E model, particularly the absorption based on inquiry learning characteristics, has been beneficial in improving the learners’ knowledge, thinking skills, and interest levels in matters within numerous fields. The research aims at determining the effectiveness of this model towards the acquisition of spatial intelligence particularly in geography and general performance in the subject. This research adopts a pre- and post-test control group quasi-experimental design where one group is taught using the 5E model while the other group is taught under normal practice. The research design implemented in the study involved the use of pretest and posttest data of academic achievement, spatial ability, and motivational instrument. The findings also revealed that there were increased changes in both groups; however the use of 5E model of teaching did not prove more beneficial than the traditional method in increasing the spatial intelligence and the academic performance of the students. This means that although 5E model, as an innovative teaching model, has virtues that enable interaction amongst the learners, its effectiveness could be determined by factors such as teacher’s professional development, time spent on the lesson and the use of technology. It adds to the knowledge about the five-e model for geography education and points out the further research possibilities touching upon the use of technology in the process and motivation of students.
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