5E Guided Inquiry Model and Students’ Attitude and Achievement in Algebraic Expressions
Authors: Julius R. Garzon and Leomarich F. Casinillo
Received: December 17, 2020 | Revised: June 18, 2021 | Accepted: June 29, 2021
Many students are struggling to learn the concept of algebraic expressions due to poor understanding of how to perform mathematical operations. A 5E guided inquiry model is one of the teaching strategies utilized to support students think and work mathematically. Hence, this study was conducted to examine the effect of 5E Guided Inquiry Model on the achievement of grade 7 students in algebraic expressions. Two intact classes composed of twenty four (24) students each were used as sample assigned to groups based on their first grading grade in Mathematics 7. Control group was taught using traditional strategy while the experimental group was taught using 5E guided inquiry model. Quasi-experimental approach was employed using one-shot experimental design with pretest-posttest instrument used to collect data. Results showed that both student participants under control and experimental group have the positive attitude towards mathematics. This expresses comparable affective aspect among students when they both underwent the model used in this study. The attitude of student participants is not significantly related to their achievement in algebraic expressions. In addition, the achievement in algebraic expressions of students exposed to 5E guided inquiry model significantly higher compared to the achievement of students exposed to traditional strategy. Hence, teaching algebraic expressions with the aid of 5E Guided Inquiry Model gives a positive impact on students’ academic achievement.
Keywords: 5E guided Inquiry model, grade 7 students, algebraic expressions, quasi experimental design
Cite this article as:
Garzon, J. R., & Casinillo, L.F. (2021). 5E Guided Inquiry Model and Students’ Attitude and Achievement in Algebraic Expressions. Review of Socio-Economic Research and Development Studies, 5(1), 1-22. https://doi.org/10.5281/zenodo.5082258