Enhancing Secondary School Learners’ Problem-Solving Skills in Physics Using the 5E Learning Model: A Convergent Parallel Mixed-Method Study.
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| Title: | Enhancing Secondary School Learners’ Problem-Solving Skills in Physics Using the 5E Learning Model: A Convergent Parallel Mixed-Method Study. |
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| Authors: | Sagario, Jennivie L.1 jhenasagario10@gmail.com, Derilo, Reymund C.2 rcderilo@nvsu.edu.ph, Mones, Divine Grace A.3 monesdivinegrace@gmail.com, Quizon Jr., Rolly C.2 arjayquizon29@gmail.com |
| Source: | International Journal of Instruction. Jan2026, Vol. 19 Issue 1, p157-178. 22p. |
| Subject Terms: | *Problem solving, *Physics education, *Mixed methods research, *Teaching methods, *Student engagement, *Qualitative research, Quantitative research |
| Abstract: | Through a convergent parallel mixed-method design, qualitative and quantitative data were collected and analyzed to evaluate the effectiveness of 5E method in this study. Qualitative data were collected from open-ended responses of all student participants (n=40) and from a follow-up FGD with 17 selected students. These responses were subjected to thematic analysis, which revealed a range of challenges encountered by learners. Quantitative data, on the other hand, were gathered from the students’ performance in the Physics achievement. Qualitative analysis uncovered a range of challenges faced by students, including those related to students' abilities, instructional strategies, subject matter complexity, and external factors. Quantitative findings from a one-group pretest-posttest quasiexperimental study revealed significant improvements in students' problemsolving abilities post-intervention, supported by the Wilcoxon Signed-Ranks Test results. The integration of qualitative and quantitative data, along with metainferences, highlights the efficacy of the 5E learning model in addressing these challenges. Pre-intervention convergence of data outlines barriers contributing to students' low proficiency in physics problem-solving, while post-intervention convergence outcomes demonstrate notable enhancements in problem-solving skills and learning engagement. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190499303 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing Secondary School Learners’ Problem-Solving Skills in Physics Using the 5E Learning Model: A Convergent Parallel Mixed-Method Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sagario%2C+Jennivie+L%2E%22">Sagario, Jennivie L.</searchLink><relatesTo>1</relatesTo><i> jhenasagario10@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Derilo%2C+Reymund+C%2E%22">Derilo, Reymund C.</searchLink><relatesTo>2</relatesTo><i> rcderilo@nvsu.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Mones%2C+Divine+Grace+A%2E%22">Mones, Divine Grace A.</searchLink><relatesTo>3</relatesTo><i> monesdivinegrace@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Quizon+Jr%2E%2C+Rolly+C%2E%22">Quizon Jr., Rolly C.</searchLink><relatesTo>2</relatesTo><i> arjayquizon29@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jan2026, Vol. 19 Issue 1, p157-178. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Through a convergent parallel mixed-method design, qualitative and quantitative data were collected and analyzed to evaluate the effectiveness of 5E method in this study. Qualitative data were collected from open-ended responses of all student participants (n=40) and from a follow-up FGD with 17 selected students. These responses were subjected to thematic analysis, which revealed a range of challenges encountered by learners. Quantitative data, on the other hand, were gathered from the students’ performance in the Physics achievement. Qualitative analysis uncovered a range of challenges faced by students, including those related to students' abilities, instructional strategies, subject matter complexity, and external factors. Quantitative findings from a one-group pretest-posttest quasiexperimental study revealed significant improvements in students' problemsolving abilities post-intervention, supported by the Wilcoxon Signed-Ranks Test results. The integration of qualitative and quantitative data, along with metainferences, highlights the efficacy of the 5E learning model in addressing these challenges. Pre-intervention convergence of data outlines barriers contributing to students' low proficiency in physics problem-solving, while post-intervention convergence outcomes demonstrate notable enhancements in problem-solving skills and learning engagement. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.1918a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 157 Subjects: – SubjectFull: Problem solving Type: general – SubjectFull: Physics education Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Quantitative research Type: general Titles: – TitleFull: Enhancing Secondary School Learners’ Problem-Solving Skills in Physics Using the 5E Learning Model: A Convergent Parallel Mixed-Method Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sagario, Jennivie L. – PersonEntity: Name: NameFull: Derilo, Reymund C. – PersonEntity: Name: NameFull: Mones, Divine Grace A. – PersonEntity: Name: NameFull: Quizon Jr., Rolly C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Instruction Type: main |
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