EFFECTS OF 5E-CYCLIC AND MENTAL MODELS ON CONCEPTUAL SUCCESS OF STUDENTS IN ENERGY CONCEPTS IN BASIC SCIENCE IN ONDO STATE, NIGERIA

Abstract

The study investigated the effects of 5E-cyclic and mental models on conceptual success of students' energy concepts in Basic Science. The study employed 3×2 factorial matrix of non-equivalent, pre-test, post-test control group quasi-experimental research design. The population for the study comprised all junior secondary school students in Ondo State. The sample size consisted of 95 junior secondary school two (JSII) students in three intact classes. Two instruments were used for data collection namely: Basic Science Concept Test (BSCT) and Basic Science Anxiety Rating Scale (BSARS). Data collected were analysed using analysis of covariance (ANCOVA). The results showed that there was significant effect of 5E-cyclic and mental models instructional strategies on junior secondary school students' academic performance in Basic Science (F(2,90) = 27.403; P < 0.05; partial η² = .376). The result also revealed that there was no significant effect of the strategies on students' anxiety towards Basic Science (F(2,90) = 1.409; P > 0.05; partial η² = .030). Furthermore, the result showed that there was no significant interaction between treatment and gender on students' academic performance in Basic Science (F(2,88) = .888, P > 0.05, partial η² = .020); and between the treatment and gender on students' anxiety towards Basic Science (F(2,88) = 1.067, P > 0.05, partial η² = .024). The study concluded that 5E-cyclic and mental models improved the students' academic performance in Basic Science. Therefore, it was recommended that teachers should use 5E-cyclic model and mental model instructional strategies to improve students' success in basic science concepts.