EFFORT OF 5E-LEARNING STRATEGIES ON PRE SERVICE TEACHERS KNOWLEDGE ON POPULATION EDUCATION IN LAGOS
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CHAPTER ONE
INTRODUCTION
- Background of the study
Today, in the modern world, it has become much easier to access all kinds of information. Any individual with an interest in learning about a subject can access a plethora of information in a variety of ways. So, nowadays, the important question is not how much information a person knows, but whether people know how to access information and whether they use and transfer this knowledge in diverse situations. When educating students, the students who benefit the most are those students who best understand how to access information, distinguish factual from false information, and utilize scientific knowledge to solve problems. In education, constructivism is one popular approach for training students to develop and use these skills. Constructivism, defined as an epistemology describing the nature of learning or a philosophical explanation, in recent years has deeply affected research studies in the field of education(Matthews 1998; Richardson 1997; Simpson2002; Tsai 1998). According to Yager (1991), some studies indicate that even students with hightest scores are not necessarily successful in integrating or comparing what they have learned, as well as, adopting what they have learned to their everyday lives. Due to findings from kinds of research, various countries have attempted to determine solutions for problems regarding quality education. Eventually, constructivism emerged as the approach which many believe can positively influence educational practices.
The 5E teaching cycle allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning and to continually assess their understanding of a concept. According to National research council NRC (2000) ,5E teaching cycle is an inquiry-based Teaching approach, constructivist- oriented strategy where students are involve in experimenting, questioning, and investigating credited to Roger Bybee who developed the 5E model (Bybee, Taylor, Gardner, Scotter, Powell, Westbrook, and Landes (2006). The 5 E-learning cycle model sequences learning experiences so that students have the opportunity to construct their understanding of a concept during the teaching and learning process (Bybee,2002). The model leads students through five phases of learning that are easily described using words that begin with the letter E: Engagement, Exploration, Explanation, Elaboration and Evaluation
- STATEMENT OF THE PROBLEM
The low-ability students who need more attention are often neglected (Bitrus, 2012). There is therefore the need for teachers to give proper attention to students of different ability levels especially low ability students so as to improve their performance, hence, one of the aims of this study is to investigate the impact of 5E teaching cycle on pre- NCE students‘ academic performance, retention and attitudes among different ability levels. Since 2000, there has been an abundance of published researches that discuss the need to enact reform in science education, and there has also been an abundance of published researches regarding the benefits of inquiry-based practices in science education; however, there is a scanty of literature available on the use of 5E teaching cycle to improve students‘ performance. The problem of this study therefore is: What is the impact of 5E teaching cycle on academic performance
- OBJECTIVE OF THE STUDY
The objectives of the study are;
- To investigate types of activities do pre-service teachers use in each stage of the 5E learning cycle model
- To investigate which stages of the 5E learning cycle do pre-service teachers experience any problems when teaching their lesson plans
- To investigate stages of the 5E learning cycle do pre-service teachers successfully perform their lesson plans
- RESEARCH HYPOTHESES
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
H0: there are no significant stages of the 5E learning cycle do pre-service teachers experience any problems when teaching their lesson plans
H1: there are significant stages of the 5E learning cycle do pre-service teachers experience any problems when teaching their lesson plans
H02: there are no types of activities do pre-service teachers use in each stage of the 5E learning cycle model
H2: there are types of activities do pre-service teachers use in each stage of the 5E learning cycle model
- SIGNIFICANCE OF THE STUDY
The study will be very significant to students and the ministry of education. The study will give more insight on the effort of 5E-learning strategies on pre service teachers knowledge on population education in Lagos. The study will also serve as a reference to other researcher that will embark on this topic.
- SCOPE AND LIMITATION OF THE STUDY
The scope of the study covers effort of 5E-learning strategies on pre service teachers knowledge on population education in Lagos. The researcher encounters some constraints which limit the scope of the study namely:
AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.9 DEFINITION OF TERMS
5E-LEARNING: The 5E model sequences learning experiences so that students have the opportunity to construct their understanding of a concept over time. The model leads students through five phases of learning that are easily described using words that begin with the letter E: Engage, Explore, Explain, Elaborate, and Evaluate.
PRE SERVICE TEACHER Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Graduates receive a government recognised teaching qualification.
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