5es Model: Effect on Secondary School Students’ Achievement in Chemistry in Information Communication and Technology Integrated Lessons in Murang’a County, Kenya
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Date
2023
Authors
Nduati, Charagu Sammy
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Publisher
Kenyatta University
Abstract
An integration of the 5Es model in teaching Chemistry has an impact on student conceptualization. Equally, integration of information communication technology (ICT) in teaching and learning can be helpful to students. The Kenya National Examinations Council (KNEC) reports indicate that Chemistry has dominantly registered dismal achievement in Kenya Certificate of Secondary Education (KCSE) at national level. KCSE results analysis over the years show poor results in the subject within Murang’a County. KNEC report further reveal that the topic on “structure and bonding” over the years has been rated as one of the poorly achieved areas. This study aimed at examining how 5Es model impacts learner’s achievement in “structure and bonding” in ICT integrated lessons in Chemistry. The specific objectives of this study were therefore to: (i) establish effect of 5Es model on learner’s achievement in “structure and bonding” in ICT integrated lessons; (ii) determine the effect of use of 5Es model in ICT integrated lessons on learners’ achievement based on ability; (iii) establish the effect of use of 5Es model in ICT integrated lessons on learners’ achievement based on attitude; (iv) determine the gender difference on learners’ achievement in “structure and bonding” for learners exposed to the 5Es model in ICT integrated lessons; and (v) establish the challenges encountered in teaching ICT integrated lessons using the 5Es model. A quasi- experimental design of the Solomon four type was applied to determine the impact of the instructional model used in ICT integrated lessons on students’ conceptualization and consequently achievement in “structure and bonding” in Chemistry. The sample size was 197 form two students as well as teachers of Chemistry, purposively selected from four mixed gender secondary schools. This study was guided by constructivist theory of learning and the technology acceptance model. Research instruments used included students’ questionnaire, pre and post achievement tests, observation schedule as well as an interview schedule. The data collected from the study was quantitatively and qualitatively analyzed. Descriptive statistics including mean, standard deviation, percentages, frequencies and inferential statistics comprising t-test and ANOVA was used to show the relationship between the identified parameters which were used in the derivation to the new body of knowledge. Findings indicated that students instructed through 5Es model in ICT integrated lessons achieved significantly better than in the conventional methods. Consequently, 5Es model in ICT integrated lessons is rated as a better instructional approach as compared to conventional methods. Further, use of 5Es model in ICT lessons has a significantly greater effect on low ability learners as compared to high ability students. Whereas 5Es model in ICT enhanced lessons seems to have an effect on the attitude of students with positive attitude towards Chemistry as well those with negative attitude, the difference in the effect was insignificant. The results show that the difference in performance between female and male students is not significant. A technology-based instructional model related to 5Es for enhancing learning in Chemistry suitable for developing countries like Kenya has been developed based on the findings of the study. It is, therefore, recommended that Chemistry teachers should be encouraged to use the 5Es model in ICT integrated lessons so as to improve achievement in Chemistry. Moreover, the findings would be significant in improving achievement in secondary school Chemistry by involving all stakeholders in the education sector.
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