INTRODUCTION:
5ELearningCycleModelisasystematicallyorganizedcyclethatgivesrealscienceexperiencesthatleadstotheconstructionofknowledge,incorporateshands onactivity,readingsciencetext,directeddiscussionandproblemsolving.In5E LearningCycleModel,learningoccursnotbypassivereceptionoftransmitted information,butbyactiveinteractionwithobjectsandideas.Thelearneristhe personwhocreatesnewunderstandingforhim/herselfandtheteacherprovides activitiesthatengagethechild'smindaswellashandsthatwillleadtothecognitivedevelopment.Thehumanisticapproachofthislearningcyclemodelviews teaching as experiential- based and is rooted in beliefs that learners construct theirownknowledgeinsociallyorganizedenvironments.
Lifeisfullofdifficultiesandsurprises.Intelligenceandself-confidenceplaysan importantroleinpreparingallofustoconfrontthesechallengesandaccepting thesesurprisesaseffectivelyaspossible.Toreflectaperson'soverallemotional evaluationofhisorherownworth,Self-confidenceisatermusedinpsychology Sieler(1998),“Self-confidenceisanindividual'scharacteristic(aself-construct) whichenablesapersontohaveapositiveorrealisticviewofthemselvesorsituationsthattheyarein.“AccordingtoStevens(2005),“Itreferstoaperson'sexpectationofhisorherabilitytoachieveagoalinagivensituationandisaveryinfluentialfactorinensuringaperson'spotential.”
AccordingtoAlbertBandura,self-efficacyis“thebeliefinone'scapabilitiesto organizeandexecutethecoursesofactionrequiredtomanageprospectivesituations”.Inotherwords,self-efficacyisaperson'sbeliefinhisorherabilitytosucceedinaparticularsituation.
Self-regulation is essential element for the growth of the students through the learningprocess(Zimmerman,2008).Ithelpsstudentstocreatecreativelearninghabitsandstrengthenstheirlearningskills(Wolters,2011),adoptinglearning strategiestoenhanceacademicperformance(Frizzelle,&Graham,2005),regulatingtheirperformance(Harrisetal.,2005),andself-conceptfortheiracademic progression(DeBruin,Thiede&Camp,2011).Thusitisessentialforteacherto become familiar with the factors which influence the learner's ability to selfregulateandalsotodevelopsuchstrategieswhichmayhelptoregulatetheselflearning.Theself-motivationplayscrucialroleinenhancingtheself-regulatory learning and also important for the growth of the academic outcomes (Zimmerman,2008).AchievingthegoalofSelf-regulatorylearningisnotpossiblewithoutself-motivation.
AnOverview:
Nair(2012)appliedsurveydesigntostudy“theConstructivismasAneffective pedagogy:perceptionofTeachers”.Sampleofthestudyconsistedof35upperprimaryschoolteacherfromAlappuzadistrict.Sheusedgroupdiscussionandinterviewtechniqueforcollectionofdata.Thestudyrevealedthatmostoftheteachers'pinionedthatConstructivistapproachisveryeffectiveintransactingknowledgeatprimaryschoollevel.
Maikhuri,(2015)conductedastudyon―Self-confidenceofadolescentsinrelationtotheirAcademicachievementǁrevealedthatthereisnosignificantcorrelationbetweenacademicachievementandSelfConfidence.However,significant differenceswereobservedintheacademicachievementtothehighandlowselfconfidencegroups.
Multon(1991)testedmeta-analyticallythehypothesisthatself-efficacybeliefs relatepositivelytoacademicperformanceandpersistence.Resultsrevealedpositive and statistically significant relationships between self-efficacy beliefs and academic performance and persistence outcomes across a wide variety of subjects,experimentaldesignsandassessmentmethods.
Cunningham,etal.,(2000)conductedastudywithsuburbanelementaryschool students. The intent of the research was to employ goal setting and evaluation strategiestoalleviateorminimizesixtargetbehaviours,i.e.goalsettings,social comparison,self-verbalizationfollowedbyself-observation,self-judgmentsand self-reaction Through the six processes the learners' achieves the Selfregulation.
STATEMENTOFTHEPROBLEM:
Thepresentarticleaimsatstudyingthe“EffectofTeachingthrough5ELearning Approach on Self-confidence, Self-efficacy, Self-regulated Learning andAcademicAchievement”.
Variables: Followingarethedependentandindependent variables:
Independent Variable: Constructivist Instructional Method of Teaching involving5E(Engage,Explore,Explain,ElaborateandEvaluate)Learning
Dependent Variables: (i) Self-confidence ; (ii) Self-efficacy ; (iii) SelfregulatedLearning;(iv)AcademicAchievementinPhysics
HYPOTHESES:
1. There is a significant difference between the effectiveness of 5E Learning andTraditionalClassroomTeachingwithregardtoSelf-confidenceofstudents.
2. There is a significant difference between the effectiveness of 5E Learning and Traditional Classroom Teaching with regard to Self-efficacy of students.
3. There is a significant difference between the effectiveness of 5E Learning andTraditionalClassroomTeachingwithregardtoSelf-regulatedlearning ofstudents.
4. There is a significant difference between the effectiveness of 5E Learning andTraditionalClassroomTeachingwithregardtoAcademicAchievement ofstudentsinPhysics.
DEFINITIONSOFTECHNICALTERMS:
Self-confidence:Self-confidenceisanattitudewhichallowsindividualstohave positiveandrealisticviewsofthemselves.Iteffectdirectlyorindirectlystudent's adjustment behaviour as well academic motivation and further these factors affectstudent'sparticipationatschoollevel.Usuallyitisseenthatthosestudents whoarenotabletoadjustthemselvesproperlyintheschoolorintheclassroom become isolates and they do not take part in the curricular and co-curricular activities.
Self-Efficacy:Thetermself-efficacywasintroducedbyBandura(1977)aspart ofhissocialcognitivetheory Heusedtheconceptofreciprocaldeterminismto explainthateachbehavioural,personal,andenvironmentalfactorinfluences— andisalsoinfluencedby—theotherfactors.Later,hearguedthat,“People'slevel ofmotivation,affectivestates,andactionsarebasedmoreonwhattheybelieve thanonwhatisobjectivelytrue.” Self-efficacyrepresentsthebeliefthatanindividualpossessesandisdefinedas,“thebeliefsinone'scapabilitytoorganizeand executethecoursesofactionrequiredtoproducegivenattainments”.
Self-regulatedLearning:Self-regulationoflearningisaprocessthatrequired studentstogetinvolvedintheirpersonal,behavioural,motivationandcognitive learningtasksinordertoaccomplishimportantvaluableacademicgoals. Selfregulated Learning is defined as the ability of the students to self-plan, selfobserve, self-analyse, self-judge and self-evaluate the learning and learning relatedactivitiesanditismeasuredthroughtheSelf-regulatedLearningScale.
ResearchMethod:
The study was quasi-experimental non-equivalent group design with a pre-test andapost-test(Gray,2013).Thedesignwasusedbecauseparticipantsselected forthestudywillbefromtwodifferentsecondaryschoolsinthesamearea.Participants in the study were considered in two groups : Experimental group and Controlgroup.Theexperimentalgroupparticipatedintheconstructivistinstructionalmethodinvolving5Elearningwhilethecontrolgroupparticipatedinconventionalmethodsofinstruction.
Sample:
Inthepresentstudy50studentsofClassIX(Physics)wereselectedasthesample.Thepresentstudywasanexperimentalstudythereforeaverylargesizeof samplecouldnotbetaken.Studentsstudyingingovernmentsecondaryschools inHonnavartaluka(UttaraKannadadistrict)wasselected.
ToolsUsed:
1. ConstructivistInstructionalMaterialbasedon5ELearningconstructedby investigator
2. Self-confidenceScaleinventorydevelopedbyusingscientificprocedure
3. Self-efficacy Scale constructed by Schwarzer, R., & Jerusalem, M. (1995) wasadopted
4. Self-regulatedLearningScaleconstructedbyinvestigator
CollectionofData: Data relating to the self-confidence, self-efficacy, and self-regulated learning werecollectedbyadministeringthescalestothestudentsbeforegivingthetreatment.Theconventionalgroupwastaughtbyaregularteachingsciencesubject and experimental group was taught by a researcher using the constructivist instructionalmethodinvolving5Elearning. ThesubjectcontentinPhysics(Motion)wastaughtforboththegroupsfornearlysixweeks. Attheendofthetreatmentthepost-testscores were collectedby administeringthesametools to the twogroupsofstudents. DatarelatingtoachievementofthestudentsinthePhysics(Motion)wereobtainedfromtheachievementtestconstructedandadministeredbytheinvestigator.
StatisticalTechnique: 't'test: 't'testistestofthesignificanceofthedifferencebetweentwomeansis knownas't'test. Inthepresentstudy't'testwasappliedtofindoutthesignificanceofmeandifferenceofdifferentgroups.
ANALYSISANDRESULTS:
NullHypothesis:Thereisnosignificantdifferencebetweentheeffectivenessof 5ELearningandTraditionalClassroomTeachingwithregardtoSelf-confidence ofstudents.
Table1:Comparisonbetween5ELearningandTraditionalClassroom TeachingwithRegardtoSelf-confidenceofStudents
TeachingMethods n Mean SD t-value P-value Significance
5ELearning 50 382.66 7.91 26.696 <0.05 Yes Traditional 50 276.14 27.08
The obtained 't' value 26.6964 with respect to effectiveness of Constructivist InstructionalMethodinvolving5ELearningandTraditionalClassroomTeachingonpost-testscoresofSelf-confidenceofstudentsisgreaterthanthetabled't' value(1.96)at0.05levelofsignificance.Itis,therefore,concludedthatthetwo groupsdiffersignificantlyinrespectofthevariableunderconsideration.Thatis, thenullhypothesisthatthereisnosignificantdifferencebetweentheeffectivenessofconstructivistinstructionalmethodofteachinginvolving5Elearningand traditionalclassroomteachingonpost-testscoresofself-confidenceofstudents isrejectedandalternativehypothesisisaccepted. Further,itisnoticedthatmean of5Elearningonself-confidencescoresisgreaterthanthatoftraditionalclassroom teaching scores. Hence, it is concluded that constructivist instructional method of teaching involving 5E learning is more effective in developing the self-confidenceamongstudentsthanthetraditionalclassroomteachingmethod.
Finding:
The constructivist instructional method of teaching involving 5E learning is moreeffectiveindevelopingtheself-confidenceamongstudentsthanthetraditionalclassroomteachingmethod.
NullHypothesis:Thereisnosignificantdifferencebetweentheeffectivenessof 5ELearningandTraditionalClassroomTeachingwithregardtoSelf-efficacyof students.
Table2:Comparisonbetween5ELearningandTraditionalClassroom
TeachingwithRegardtoSelf-efficacyofStudents
TeachingMethods
n Mean SD t-value P-value Significance
5ELearning 50 88.18 2.88 21.1579 <0.05 Yes
Traditional 50 54.82 10.77
The obtained 't' value 21.1579 with respect to effectiveness of Constructivist InstructionalMethodinvolving5ELearningandTraditionalClassroomTeaching on post-test scores of Self-efficacy of students is greater than the tabled 't' value(1.96)at0.05levelofsignificance Itis,therefore,concludedthatthetwo groupsdiffersignificantlyinrespectofthevariableunderconsideration. That is, the null hypothesis that there is no significant difference between the effec-
tivenessofconstructivistinstructionalmethodofteachinginvolving5Elearning andtraditionalclassroomteachingonpost-testscoresofself-efficacyofstudents isrejectedandalternativehypothesisisaccepted. Further,itisnoticedthatmean of5Elearningonself-efficacyscoresisgreaterthanthatoftraditionalclassroom teachingscores. Hence,itisconcludedthatconstructivistinstructionalmethod of teaching involving 5E learning is more effective in developing the selfefficacyamongstudentsthanthetraditionalclassroomteachingmethod.
Finding:
The constructivist instructional method of teaching involving 5E learning is more effective in developing the self-efficacy among students than the traditionalclassroomteachingmethod.
NullHypothesis:Thereisnosignificantdifferencebetweentheeffectivenessof 5ELearningandTraditionalClassroomTeachingwithregardtoSelf-regulated learningofstudents.
Table3:Comparisonbetween5ELearningandTraditionalClassroom TeachingwithRegardtoSelf-regulatedLearningofStudents
TeachingMethods n Mean SD t-value P-value Significance
5ELearning 50 38.58 0.84 14.2051 <0.05 Yes Traditional 50 30.50 3.93
The obtained 't' value 14.2051with respect to effectiveness of Constructivist InstructionalMethodinvolving5ELearningandTraditionalClassroomTeachingonpost-testscoresofSelf-regulatedLearningofstudentsisgreaterthanthe tabled't'value(1.96)at0.05levelofsignificance Itis,therefore,concluded thatthetwogroupsdiffersignificantlyinrespectofthevariableunderconsideration. Thatis,thenullhypothesisthatthereisnosignificantdifferencebetween theeffectivenessofconstructivistinstructionalmethodofteachinginvolving5E learningandtraditionalclassroomteachingonpost-testscoresofself-regulated learningofstudentsisrejectedandalternativehypothesisisaccepted. Further,it is noticed that mean of 5E learning on self-regulated learning scores is greater than that of traditional classroom teaching scores. Hence, it is concluded that constructivist instructional method of teaching involving 5E learning is more effectiveindevelopingtheself-regulatedlearningamongstudentsthanthetraditionalclassroomteachingmethod.
Finding:
The constructivist instructional method of teaching involving 5E learning is moreeffectiveindevelopingtheself-regulatedlearningamongstudentsthanthe traditionalclassroomteachingmethod.
NullHypothesis:Thereisnosignificantdifferencebetweentheeffectivenessof 5E Learning and Traditional Classroom Teaching with regard to Academic AchievementofStudentsinPhysics.
Table4:Comparisonbetween5ELearningandTraditionalClassroom TeachingwithRegardtoAcademicAchievementofStudentsinPhysics
TeachingMethods n Mean SD t-value P-value Significance
5ELearning 50 45.52 2.27 28.7049 <0.05 Yes Traditional 50 19.68 5.95
The obtained 't' value 14.2051with respect to effectiveness of Constructivist InstructionalMethodinvolving5ELearningandTraditionalClassroomTeachingonpost-testscoresofAcademicAchievementofstudentsinPhysicsisgreater thanthetabled't'value(1.96)at0.05levelofsignificance.Itis,therefore,concludedthatthetwogroupsdiffersignificantlyinrespectofthevariableunderconsideration. That is, the null hypothesis that there is no significant difference between the effectiveness of constructivist instructional method of teaching involving5Elearningandtraditionalclassroomteachingonpost-testscoresof academicachievementofstudentsinPhysicsisrejectedandalternativehypothesis is accepted. Further, it is noticed that mean of 5E learning on academic achievementofstudentsinPhysicsscoresisgreaterthanthatoftraditionalclassroom teaching scores. Hence, it is concluded that constructivist instructional methodofteachinginvolving5ElearningismoreeffectiveinimprovingtheacademicachievementofstudentsinPhysicsthanthetraditionalclassroomteaching method.
Finding:
The constructivist instructional method of teaching involving 5E learning is more effective in improving the academic achievement of students in Physics thanthetraditionalclassroomteachingmethod.
DISCUSSION:
It revealed from the findings of the study that, the Constructivist Instructional Methodinvolving5ELearningismoreeffectiveinbringingaboutthedesirable changesinthe Self-confidence,Self-efficacy,Self-regulatedlearningaswellas inAcademicAchievementofsecondaryschoolstudents. Calik,AyasandColl (2010), Nagalakshmi (2011), Padmananabhanand Rao (2011), Nayak (2011),
Ramanath and Sivakumar (2011),Tandel (2012), Nayar and Senapaty (2011), MuhantyandZubair(2012),KablanandKaya(2014),Khan(2014),Akanwaand Ovute (2014), Ramulu (2015)conducted an investigation on “effectiveness of constructivistapproachonstudent'sachievementinscience,sciencerelatedattitude, science process skills and perception of nature of science at secondary level”.
CONCLUSION:
ItfollowfromthefindingsthatConstructivistInstructionalMethodinvolving5E Learning has impact on Self-confidence, Self-efficacy, Self-regulated learning aswellasonAcademicAchievementofsecondaryschoolstudents.
EducationalImplications:
The 5E Learning Cycle Model is an effective way in terms of helping students enjoyScience,understandcontent,andapplyscientificprocessesandconcepts toauthenticsituations.Bycultivatingstudent'sinterestinScienceanddevelopingreasoningskills,thismodelpromotesdeeperunderstandingofthenatureof scienceandscientificinquiry
5E model exposes students to problem situations (engage their thinking) and thenprovidesopportunitiestoexplore,explainandevaluatetheirlearning.The learnerasksquestions,andthesequestionsleadtothedesireforanswerstothe questions or the solutions to the problem and that results in the beginning of explorationandhypotheses.Thesehypothesesleadtoaninvestigationtotestthe hypothesesorfindanswersandsolutionstotheproblemandtheconstructionof knowledgebasedontheinvestigativefindings.Thelearnerdiscussesandreflects onthisnewlyacquiredknowledge,whichinturnleadstomorequestionsandfurtherinvestigation.Teachershouldfacilitatesafe,guidedoropeninquiryexperiences and questioning so that the students might uncover their misconceptions abouttheconcept.
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