The Effect of Using Computerized 5E’s Learning Cycle Model on Acquiring Scientific Concepts among Fourth Graders

Rasha Mohammad Qawasmeh^1, and Ahmad Ali Al. Syouf²

¹Science Teacher, Islamic Educational College, American Program (SAT) Amman, Jordan

²Faculty of Educational Science, Jordan University, Amman, Jordan

Cite this paper:
Rasha Mohammad Qawasmeh and Ahmad Ali Al. Syouf. The Effect of Using Computerized 5E’s Learning Cycle Model on Acquiring Scientific Concepts among Fourth Graders. American Journal of Educational Research. 2017; 5(5):579-587. doi: 10.12691/education-5-5-17

Abstract

The purpose of this study was to investigate the effect of using computerized 5E’s learning cycle model on acquiring scientific concepts and scientific thinking skills among fourth graders in Islamic Educational College/ American Program, Scholastic Aptitude Test (SAT) during the second semester (2015/2016). The researcher prepared a Scientific Concepts Test. A quasi-experimental design was applied on the sample of the study which consisted of (48) fourth graders. Two classes were randomly assigned as control and experimental groups. Students in the experimental group (24) were taught by using computerized 5E’s learning cycle model strategy, while in the control group (24) students were taught by using conventional 5E’s learning cycle model strategy. All students were pre-and post-tested with the (Matter, & Electricity and Magnetism) units. The study revealed that there were statistical differences at the level of (α = 0.05) on acquiring scientific concepts in favor of computerized 5E’s learning cycle model strategy. While there were no significant differences due to the interaction between the strategy of teaching and gender (male, female). In light of study results, some recommendations were presented.

Keywords:
scientific concepts computerized (5E’s) learning cycle fourth graders

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