International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Role of the 5E Teaching Model in Improving Achievement among Students in Mathematics in the Middle School

Author(s) Ms. Tashnim Ferdaus
Country India
Abstract This study examined the influence of constructivist 5E teaching method on Mathematical performance of middle school students in Kamrup district of Assam. Engage, Explore, Explain, Elaborate, Evaluate (5E) was used as the pedagogical model to provide teaching about Direct and Inverse Proportion to 8th-grade learners. The study utilized a quasi-experimental design of pre-test post-test with non-random sampling, consisting of 50 students of a government middle school, divided into an experimental group (delivered in the 5E methodology) and a control group (delivered in traditional methodologies).The study had one research objective and one null hypothesis that was guided by statistical analysis including tests of central tendency, variation and inference. The Mathematical Achievement Assessment (MAA) was used as the major measurement tool. Results showed that the experimental group had significantly better performance as compared to control group, had deeper conceptual understanding and enhanced ability to use knowledge in real life situations. The results suggest that the 5E model makes learning and critical thinking interactive, making it one of the useful instructional methods in the teaching of mathematics in middle school. The research supporters of using 5E model in teacher training programs to maximize learning outcomes in mathematics.
Keywords Keywords: 5E model, Constructivist approach, Middle School Mathematics, Mathematical Achievement, Engaged Learning, Direct and Inverse Proportion.
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-09-06
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.55378
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E-ISSN 2582-2160
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