Enhancing Student Engagement and Conceptual Understanding in Class IV Science Using the 5E Inquiry-Based Model
Namkha Wangdi *
Yadi Central School (HSS), Mongar, Bhutan.
*Author to whom correspondence should be addressed.
Abstract
As 21st-century learners require more active and student-centred learning experiences, Inquiry-Based Learning (IBL), particularly the 5E model, has emerged as an effective approach for enhancing student engagement, critical thinking, problem-solving skills and conceptual understanding in primary science education. This study employed a quantitative method to examine the effectiveness of the 5E IBL model in enhancing engagement and conceptual understanding in science lessons. A 5E model intervention, consisting of Engage, Explore, Explain, Elaborate and Evaluate phases, was implemented over three weeks with 23 Class IV students based on low achievement in science class tests. The study also analysed pre- and post-test scores, together with a post-intervention Likert-scale survey.
The survey revealed a positive shift in student attitudes. All student participants expressed positive views towards hands-on activities, with 65.2% strongly agreeing and 34.8% agreeing that practical activities make science exciting. Students preferred self-discovery learning (95.7%) over lecturing, and 100% affirmed that group work improved lesson comprehension.
In addition, the post-test results revealed improvement in academic performance. The overall class pass rate increased from 78.3% to 91.3% (≥40), and the class mean score rose to 68.2. Moreover, the failure rate dropped from 21.7% to 8.7% in the post-test. Thus, this study concludes that Inquiry-Based Learning kept students interested and helped them think critically.
Keywords: 5E instructional model, student engagement, inquiry-based learning, academic achievement, science lessons