Loading article...
Loading article...
Stream/Area:
-
Subject:
-
Paper ID:
IJSREM67030
Volume:
10 |
8 |
Aug 2026
Pages:
1-12
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
Biology
Lalit Narayan Mithila University, Darbhanga
Assistant Professor
Dr. Zakir Hussain Teacher Training College, Darbhanga
Background: The limitations of traditional teacher-centered methods in developing higher-order thinking skills have prompted educational researchers to explore constructivist pedagogies. The 5E instructional model, developed by the Biological Sciences Curriculum Study (BSCS), offers a structured framework for inquiry-based learning. However, empirical evidence on its effectiveness in enhancing both scientific creativity and academic achievement in biology within the Indian secondary school context remains limited. Objective: This study investigates the effectiveness of the 5E constructivist approach on scientific creativity and academic achievement in biological science among secondary school students. Method: A quasi-experimental pretest-posttest non-equivalent control group design was employed. The sample comprised 300 students (150 experimental, 150 control) from Standards IX and X in Patna, Bihar. The experimental group received instruction through the 5E model (Engage, Explore, Explain, Elaborate, Evaluate), while the control group received traditional lecture-based instruction over six weeks. Data were collected using the standardized Scientific Creativity Test (Baqer Mehdi) and a researcher-developed Achievement Test in Biology. ANCOVA was used for analysis. Results: Significant differences were found favoring the experimental group for both scientific creativity (F(1,297)=66.42, p<0.001, η²=0.18) and achievement in biology (F(1,297)=81.67, p<0.001, η²=0.22). The 5E approach enhanced all sub-dimensions of creativity—fluency, flexibility, and originality—with effect sizes ranging from moderate to large (d=0.67 to 0.89). No significant interaction was found between teaching method and gender. Conclusion: The 5E constructivist approach is significantly more effective than traditional methods for fostering scientific creativity and academic achievement in secondary-level biology. The findings support the adoption of inquiry-based, constructivist pedagogies in science education.
KEYWORDS
This study provides empirical evidence for the effectiveness of the 5E constructivist approach in enhancing scientific creativity and academic achievement in biology at the secondary level. The significant improvements in both dependent variables, with large effect sizes, support the adoption of the 5E model in biology instruction. The approach was equally effective for boys and girls, suggesting its inclusivity and equity. The findings have implications for teacher education, curriculum development, and educational policy. Teacher education programs should include training in constructivist pedagogy and the 5E model. Curriculum developers should incorporate the 5E framework into instructional materials. Policymakers should support pedagogical reform that emphasizes inquiry-based, student-centered learning.
1. Abza, A., et al. (2026). Effects of 5E guided inquiry-based learning model on science process skills of secondary school biology students. Journal of Science Education, 45(2), 112-128. 2. Adak, S. (2017). Effectiveness of constructivist approach on academic achievement in science at secondary level. Educational Research and Reviews, 12(22), 1074-1079. 3. Akar, E. (2005). Effectiveness of 5E constructivist approach on students' understanding of acid-base concepts. Dissertation Abstracts International, 41(3), 1010. 4. Aldous, C. R. (2007). Creativity, problem solving and innovative science. International Education Journal, 8(2), 176-186. 5. Bybee, J. W. (1997). Achieving scientific literacy: From purposes to practices. Heinemann. 6. Chao, K. P. (2024). Effects of information technology integrated into 5E inquiry instruction. Journal of Education Research, 38(2), 145-167. 7. Nabie, A. (2025). Effects of teacher's use of 5E instructional model on secondary school student's achievement in biology. MMUST Institutional Repository. 8. Nehru, J. (1964). Jawaharlal Nehru quotes. Retrieved from http://thinkexist.com. 9. Pravithalakshmi, P. (2010). Effectiveness of constructivist approach on creativity in Hindi at secondary level. Indian Educational Review, 48(1), 45-63. 10. Rajasree, R. (2013). Science creativity of students taught using McCormack and Yager Taxonomy. Journal of Educational Research, 8(2), 112-125.
Publication Date
8/31/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
Documents
Article Views
0
Total views since publication
PDF Downloads
3
Total downloads since publication
Geographic Reach
5
Digital Preservation: This article is permanently archived on Zenodo and complies with all data preservation standards across major indexing platforms.
Plagiarism Screening
This manuscript has been checked for plagiarism using TurnitinPlagiarismChecker software.
Conflict of Interest
The authors declare no conflict of interest related to this research work.
Funding Information
No funding information available for this research.
Related research in the same subject area
Loading similar articles...