Effectiveness of the 5E learning cycle in teaching respiration in secondary school biology: a quasi-experimental study on enhancing conceptual understanding and student engagement
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Date
2026
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Science Education Quarterly
Abstract
This quasi-experimental study explored the effectiveness of the 5E
Learning Cycle instructional model in enhancing Form Three students’ conceptual
understanding and engagement in the topic of respiration in secondary school
biology. Conducted in four public secondary schools in Morogoro Municipality, Tan-
zania, the study involved 208 students, divided into an experimental (n = 101) and
a control (n = 107) group. The experimental group was taught using the 5E model
(Engage, Explore, Explain, Elaborate, Evaluate), while the control group received
traditional lecture-based instruction. Data were collected using the Respiration
Concept Test (RCT), a Student Engagement Checklist, and a Student Perception
Questionnaire. Results revealed that the experimental group achieved significantly
greater conceptual gains (mean gain = 6.6, p < 0.001) than the control group
(mean gain = 2.2, p < 0.001). Observations indicated higher levels of engagement
among experimental group students, particularly in questioning, collaboration, and
participation in practical activities. Additionally, students in this group reported
more positive perceptions of the learning experience, including increased motivation,
enjoyment, and confidence in learning biology. The findings underscore the pedagog-
ical value of the 5E model in supporting deeper learning and student engagement.
The study recommends its broader adoption and integration into teacher training
programs to strengthen science education in Tanzanian secondary schools.
Description
Journal article
Keywords
5E Learning Cycle, Student engagement, Conceptual understanding, Biology education, Respiration, Inquiry-based learning
Citation
https://doi.org/10.55056/seq.1045