THE INFLUENCE OF 5E INSTRUCTIONAL MODEL ON SENIOR HIGH STUDENTS’ PERFORMANCE IN STEREOISOMERISM IN BOLGATANGA AREA, GHANA

Kolani Nyamekye, Abdullai Abukari

Abstract


This study investigated the effectiveness of the 5E instructional model in improving Senior High School students’ performance in stereoisomerism in the Bolgatanga area of Ghana. The study was motivated by persistent poor performance in organic chemistry, particularly stereoisomerism, due to the continued use of teacher-centred instructional approaches with limited student participation. A quasi-experimental research design involving non-randomized pre-test and post-test control groups was employed. The study was conducted with 150 purposively selected SHS 2 science students from four selected public Senior High Schools in the Bolgatanga Municipal, Bolgatanga East, and Talensi Districts. Data were collected using self-constructed questionnaires, chemistry achievement tests, and observation checklists. The instruments were validated by experts in science education, while reliability coefficients of 0.81, 0.80, and 0.84, respectively, were obtained through pilot testing. Data were analysed using descriptive statistics (means and standard deviations) and inferential statistics (independent sample t-test and one-way ANOVA). The findings revealed that chemistry teachers largely rely on traditional lecture methods in teaching stereoisomerism. Students taught using the 5E instructional model performed significantly better in conceptual understanding, knowledge application, and skills development than students taught using the lecture method. The study concluded that the 5E instructional model is more effective for teaching stereoisomerism than the traditional lecture approach. It is therefore recommended that chemistry teachers adopt the 5E instructional model and other inquiry-based strategies to improve students’ understanding and practical skills in organic chemistry.

Keywords


5E instructional model, stereoisomerism, inquiry-based learning, chemistry education, Ghana, senior high school

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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6833

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