Enhancing Secondary School Learners’ Problem-Solving Skills in Physics Using the 5E Learning Model: A Convergent Parallel Mixed-Method Study

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 quasi-experimental study revealed significant improvements in students' problem-solving abilities post-intervention, supported by the Wilcoxon Signed-Ranks Test results. The integration of qualitative and quantitative data, along with meta-inferences, 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.