Effects of 5E Learning Cycle Instructional Strategy on Secondary School Students’ Interest and Achievement in Biology in Adamawa State, Nigeria
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This study investigated the effects of 5E Learning Cycle Instructional Strategy on Secondary School Students’ Interest and Achievement in Biology in Adamawa State, Nigeria. Five research questions were raised and five null hypotheses were formulated and tested at 0.05 level of significance. The study adopted quasi-experimental design, which involves a pre-test, post-test, non-equivalent, control group, design. The population of the study was 18,259 SS II biology students for the 2025/2026 academic session across five education zones of Adamawa State. Sample size of 391 SS II biology students from three intact classes were purposively selected from three education zones for the study. Two instruments for data collection were Biology Achievement Test (BAT) and Biology Interest Inventory (BII) developed by the researcher. For face and content validity, three experts in Faculty of Education, Taraba State University, Jalingo with expertizes in Curriculum and Instruction, Measurement and Evaluation validated the instruments. The reliability of the instruments was established using Guttmann Split-half. The reliability index of 0.74 for BAT and 0.86 for BII were obtained. Data collected were analyzed using descriptive statistics of mean and standard deviation to answer the research questions, while inferential statistics of Analysis of Covariance (ANCOVA) was used to test all the null hypotheses. The result of the study among others, revealed that: there is a statistically significant effect of the 5E Learning Cycle Instructional Strategy on Students’ Interest and achievement to Biology. No significant gender differences were found. In conclusion, Adamawa State students’ in biology exposed to the 5E strategy showed higher post-test mean scores in interest and achievement, gender did not significantly moderate achievement outcomes under the 5E strategy, though an interaction effect was observed. Failure to adopt innovative, student-centered strategies such as 5E learning cycle may continue to contribute to low interest and unsatisfactory achievement in Biology. Based on the findings of this study, the researcher among others recommends Biology Teachers in Secondary Schools should be trained and encouraged to teach Biology content using 5E Learning Cycle Instructional Strategy, Adamawa State Ministry of Education and other relevant agencies should organize regular workshop for Biology Teachers, Curriculum Planners and Developers should integrate the 5E Learning Cycle Model Explicitly into the Secondary Biology Curriculum to institutionalize its use across schools. Biology teachers should pay deliberate attention to gender dynamics during the implementation of the 5E Strategy, particularly in the exploration and elaboration phases, to maximize achievement gains for both male and female students in light of the observed interaction effect.
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