RELATIVE EFFECT OF 5E’S INSTRUCTIONAL MODEL ON ANXIETY AND RETENTION OF CELL DIVISION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN SOKOTO STATE, NIGERIA

Abstract

The study aimed to determine the relative effect of the 5E's (Engage, Explore, Explain, Elaborate, and Evaluate) instructional model on anxiety levels and retention of the concept of cell division among senior secondary school students in Sokoto State, Nigeria. A quasi-experimental design was employed, targeting all SSII students across the six educational zones of Sokoto State, totaling 14,567. A proportionate sample of 512 students was selected for the study. The instrument used for data collection was an adapted version of the State-Trait Inventory for Cognitive Anxiety (STICA) developed by Mack Ree (2000) to measure test anxiety. The instrument underwent validation by experts from the Faculty of Education and Extension Services at Usmanu Danfodiyo University, Sokoto. The reliability of the instrument, as reported by the developer, was established using the test-retest method, with a four-week interval between the first and second administrations. The reliability results yielded an alpha coefficient of 0.90, indicating the instrument's reliability and its adoption for the study. The study was guided by three objectives, three research questions, and three null hypotheses. Descriptive statistics, specifically mean and standard deviation, were used to answer the research questions, while Analysis of Covariance and t-tests were employed to test the hypotheses at a 0.05 alpha level of significance. The study's findings revealed that female students demonstrated higher retention ability and anxiety levels than their male counterparts when taught using the 5E's instructional model. Conversely, male students exhibited a higher and significant anxiety level compared to their female counterparts when taught using cooperative methods. The study recommended, among other suggestions, the adoption of the 5E's instructional model by biology teachers due to its enhancement of biology knowledge retention. Additionally, considering the higher anxiety levels found among females, teachers should ensure that male students receive the necessary motivation to encourage positive anxiety.