CHAPTER VI

SUMMARY, CONCLUSION AND SUGGESTIONS

6.1 INTRODUCTION

Conclusion is the final step of the research work. This chapter is

written on the basis of interpretation and analysis of the data. It gives

the research work done in a nut shell. This step of research process

demands critical and logical thinking in summarizing the findings of the

study and compares them with the hypotheses formulated in the

beginning.

This chapter gives a short description about the study conducted.

This includes the significance of the study, procedure adopted for the

study, conclusions based on the findings together with suggestions for

improving educational practices and suggestions for further research.

6.2 STUDY IN RETROSPECT

The main focus of the study was to find out the effectiveness of 5E

Instructional Model in comparison with prevailing activity oriented

method on achievement in mathematics of students at secondary school

level.
Summary, Conclusions & Suggestions 158
6.2.1 Restatement of the problem

The present study tries to find out the effectiveness of 5E

instructional model in the achievement of mathematics. Hence the study

is entitled as “EFFECTIVENESS OF 5E INSTRUCTIONAL MODEL ON

THE ACHIEVEMENT IN MATHEMATICS AMONG STUDENTS OF

STUDENTS AT SECONDARY LEVEL”.

6.2.2 Hypotheses of the study

The mathematics achievement of secondary school students taught

through 5E Instructional Model is significantly higher than that of

students taught through prevailing activity oriented method.

1. 5E instructional model is more effective than prevailing activity

oriented method in increasing the total achievement in

mathematics of secondary school students.

2. 5E instructional model is more effective than prevailing activity

oriented method in increasing the achievement in mathematics of

secondary school students under the following objectives:

a. Knowledge

b. Understanding

c. Application

d. Skill

e. Creativity
Summary, Conclusions & Suggestions 159
3. Secondary school students taught through 5E Instructional Model

differ significantly in their achievement in mathematics with

respect to level of intelligence.

4. Secondary school students taught through 5E Instructional Model

do not differ significantly in their achievement in mathematics

with respect to gender.

6.2.3 Objectives of the study

1. To assess the achievement of secondary school students in

mathematics taught through 5E instructional model.

2. To assess the achievement of secondary school students in

mathematics taught through the prevailing activity oriented

method.

3. To compare the total achievement in mathematics of secondary

school students taught through 5E instructional model of

constructivist approach and prevailing activity oriented method.

4. To compare the achievement in mathematics of secondary school

students taught through 5E instructional model and prevailing

activity oriented method under the following objectives:

a. Knowledge

b. Understanding

c. Application

d. Skill
Summary, Conclusions & Suggestions 160
e. Creativity

5. To compare the achievement in mathematics of secondary school

students taught through 5E Instructional Model of teaching with

respect to level of intelligence.

6. To compare the achievement in mathematics of secondary school

students taught through 5E Instructional Model of teaching with

respect to gender.

6.2.4 Method adopted for the study

Experimental method was selected for the present study. The

design adopted was pre-test, post-test non-equivalent group design. The

study was conducted on the sample of 99 students of two divisions of

standard VIII students St. Raphael’s High School, Ezhupunna. One

division (experimental group) consist of 50 students and the other one

(control group) consist of 49 students.

Two divisions are selected for the present study, out of the two

division one division were considered as the experimental group and

other one division were considered as the control group. The achievement

test used for the pre-test was used the post-test also. The experimental

group was taught using lesson transcript based on 5E Instructional

Model. The control group was taught using lesson transcript based on

prevailing activity oriented method. When all classes over, the

achievement test was administered, to the experimental group and the

Summary, Conclusions & Suggestions 161
control groups. The pre-test and post-test scores were tabulated and

analyzed statistically by the technique of analysis of covariance.

6.2.5 Tools and materials for the study

The following tools were also used for the present study

1. Lesson transcript in Mathematics for the class VIII.

2. Achievement test in Mathematics.

6.3 CONCLUSIONS BASED ON FINDINGS OF THE STUDY

The major conclusions based on the findings and analyses of test

scores are presented below.

1. 5E Instructional Model is more effective than prevailing

activity oriented method to increasing the total achievement in

mathematics among students at secondary level.

This conclusion is substantiated by the following findings of the

study.

a. The mean post-test scores of experimental group taught through

5E Instructional Model was found to be greater than that of control

group taught through prevailing activity oriented method (Mcon =

5.36 ; Mexp = 11.24 ; CR = 6.84 , p<.01). This implies the

superiority of the experimental group.

b. The analysis of variance of pre-test and post-test scores of pupils

in the experimental and control group showed that there is

Summary, Conclusions & Suggestions 162
significant difference between means of post-test scores of two

group (Fy = 65.27 ; p<.01). This indicates that experimental group

has superiority over control group in achievement.

c. The analysis of covariance of pre-test and post-test scores of pupils

in experimental and control groups showed that there is significant

difference between means of the post-test scores of two groups (Fyx

= 65.25 ; p<.01). This implies that experimental group has

superiority over control group in achievement.

d. The comparison of the adjusted means of post-test scores of pupils

in experimental group and control group shows that the difference

them is statistically significant. The adjusted mean of post-test

scores of experimental group Myx = 11.24 and that of the control

group is Myx = 5.46. The obtained t value (t = 7.84; p<.01) is also

significant and this confirms that the experimental group is

superior to control group in terms of total achievement in

mathematics.

2. 5E Instructional Model is more effective than prevailing

activity oriented method to increasing the achievement in

mathematics among students at secondary level under the objective

knowledge.

This conclusion is substained by the following findings of the

study.
Summary, Conclusions & Suggestions 163
a. The analysis of variance of scores of pupils in experimental and

control group for knowledge level questions in the pre-test and

post-test showed that there is significant difference between

means of the post-test scores of two groups (Fy = 42.46 ; p<.01).

This indicates that the experimental group is superior to control

group in achievement under the objective knowledge.

b. The analysis of covariance of scores of pupils in experimental and

control groups for knowledge level questions in the pre-test and

post-test showed that there is significantly difference between

means of the post-test scores of two groups (Fyx = 42.17 :p<.01).

This implies that experimental group exceeds control group in

achievement under the objective knowledge.

c. The comparison of the adjusted means of scores of pupils in

experimental and control group for knowledge level questions in

the post-test shows that the difference between them is

statistically significant. The adjusted mean of post-test scores of

experimental group Myx = 2.15 and that of control group is Myx =

0.98 . The obtained t value (t = 12.19; p<.01) is significant. This

confirms that experimental group is superior to control group in

terms of achievement in knowledge level.

3. 5E Instructional Model is more effective than prevailing

activity oriented method to increasing the achievement in

Summary, Conclusions & Suggestions 164
mathematics among students at secondary level under the objective

understanding.

This conclusion is substained by the following findings of the

study.

a. The analysis of variance of scores of pupils in experimental and

control group for understanding level questions in the pre-test

and post-test showed that there is significant difference between

means of the post-test scores of two groups (Fy = 8.64 ; p<.01).

This indicates that the experimental group is superior to control

group in achievement under the objective understanding.

b. The analysis of covariance of scores of pupils in experimental and

control groups for understanding level questions in the pre-test

and post-test showed that there is significantly difference between

means of the post-test scores of two groups (Fyx = 7.66 :p<.01).

This implies that experimental group exceeds control group in

achievement under the objective understanding.

c. The comparison of the adjusted means of scores of pupils in

experimental and control group for understanding level questions

in the post-test shows that the difference between them is

statistically significant. The adjusted mean of post-test scores of

experimental group Myx = 2.88 and that of control group is Myx =

1.45. The obtained t value (t = 3.97; p<.01) is significant. This

Summary, Conclusions & Suggestions 165
confirms that experimental group is superior to control group in

terms of achievement in understanding level.

4. 5E Instructional Model is more effective than prevailing

activity oriented method to increasing the achievement in

mathematics among students at secondary level under the objective

application.

This conclusion is substantiated by the following findings of the

study.

a. The analysis of variance of scores of pupils in experimental and

control group for application level questions in the pre-test and

post-test showed that there is significant difference between

means of the post-test scores of two groups (Fy = 7.88 ; p<.01).

This indicates that the experimental group is superior to control

group in achievement under the objective application.

b. The analysis of covariance of scores of pupils in experimental and

control groups for application level questions in the pre-test and

post-test showed that there is significantly difference between

means of the post-test scores of two groups (Fyx = 9.67 :p<.01).

This implies that experimental group exceeds control group in

achievement under the objective application.

c. The comparison of the adjusted means of scores of pupils in

experimental and control group for application level questions in

Summary, Conclusions & Suggestions 166
the post-test shows that the difference between them is

statistically significant. The adjusted mean of post-test scores of

experimental group Myx = 3.66 and that of control group is Myx =

1.95. The obtained t value (t = 3.15; p<.01) is significant. This

confirms that experimental group is superior to control group in

terms of achievement in application level.

5. 5E Instructional Model is more effective than prevailing

activity oriented method to increasing the achievement in

mathematics among students at secondary level under the objective

skill.

This conclusion is substained by the following findings of the

study.

a. The analysis of variance of scores of pupils in experimental and

control group for application level questions in the pre-test and

post-test showed that there is significant difference between

means of the post-test scores of two groups (Fy = 84.02 ; p<.01).

This indicates that the experimental group is superior to control

group in achievement under the objective skill.

Summary, Conclusions & Suggestions 167
b. The analysis of covariance of scores of pupils in experimental and

control groups for application level questions in the pre-test and

post-test showed that there is significantly difference between

means of the post-test scores of two groups (Fyx = 75.17 :p<.01).

This implies that experimental group exceeds control group in

achievement under the objective skill.

c. The comparison of the adjusted means of scores of pupils in

experimental and control group for application level questions in

the post-test shows that the difference between them is

statistically significant. The adjusted mean of post-test scores of

experimental group Myx = 1.8 and that of control group is Myx =

0.2. The obtained t value (t = 8.9; p<.01) is significant. This

confirms that experimental group is superior to control group in

terms of achievement in skill level.

6. 5E Instructional Model is more effective than prevailing

activity oriented method to increasing the achievement in

mathematics among students at secondary level under the objective

creativity.

This conclusion is substained by the following findings of the

study.

a. The analysis of variance of scores of pupils in experimental and

control group for creativity level questions in the pre-test and

Summary, Conclusions & Suggestions 168
post-test showed that there is significant difference between

means of the post-test scores of two groups (Fy = 24.2 ; p<.01).

This indicates that the experimental group is superior to control

group in achievement under the objective creativity.

b. The analysis of covariance of scores of pupils in experimental and

control groups for creativity level questions in the pre-test and

post-test showed that there is significantly difference between

means of the post-test scores of two groups (Fyx = 22.43 :p<.01).

This implies that experimental group exceeds control group in

achievement under the objective creativity.

c. The comparison of the adjusted means of scores of pupils in

experimental and control group for creativity level questions in the

post-test shows that the difference between them is statistically

significant. The adjusted mean of post-test scores of experimental

group Myx = 1.53 and that of control group is Myx = 0.77. The

obtained t value (t = 4.8; p<.01) is significant. This confirms that

experimental group is superior to control group in terms of

achievement in creativity level.

7. 5E Instructional Model is more effective in above average

group of student’s achievement in Mathematics among students at

secondary level with respect to their intelligence.

This conclusion is substained by the following findings of the study.

Summary, Conclusions & Suggestions 169
a. The analysis of variance of scores of pupils in experimental group

with respect to their intelligence (above average, average, and

below average) that there is significant difference in their

achievement of the post-test scores (Fy = 48.74; p<.01). This

indicates that the above average students are superior to the

average and below average students.

b. The analysis of covariance of scores of pupils in experimental and

control groups for creativity level questions in the pre-test and

post-test showed that there is significantly difference between

means of the post-test scores of two groups (Fyx = 51.1 :p<.01).

This implies that the learning through 5E Instructional Model is

more effective in above average group of student’s achievement in

Mathematics at secondary level with respect to their intelligence.

c. The comparison of the adjusted means of scores of pupils in their

intelligence and significant difference between the adjusted Y

means indicates that the three groups, (above average, average

and below average) differ significantly in their achievement in the

post-test. The scores show that the difference between them is

statistically significant. The adjusted mean of post-test scores of

above average students is Myx = 19.58; average students is Myx =

11.7 and below average students is Myx = 5.58. The obtained t

values (t = 12.33, 8.1 and 12.3; p<.01) are significant. This

confirms that the above average students are superior to average

Summary, Conclusions & Suggestions 170
and below average students in terms of achievement with respect

to their intelligence.

8. 5E Instructional Model is equally effective for both boys and

girls in increasing the achievement in Mathematics among students

at secondary school level.

This conclusion is substantiated by the following findings of the study.

The analysis of post-test scores of boys and girls in experimental

group showed that there is no significant difference between the

achievements in mathematics of boys than that of girls. The calculated

value of t is 1.35 (p>.05). This indicates that there is no significant based

on gender.

6.4 TENABILITY OF THE HYPOTHESES

The tenability of the hypotheses may be tested by considering the

experimental hypotheses on the basis of the scores achieved in the post-

test by the experimental and control groups. The analysis of the data

suggests that the following hypotheses can be considered to be generally

substantiated.

1. The first hypothesis formulated was that total achievement in

mathematics of students at secondary school level taught through

5E Instructional Model is significantly higher than that of the

students taught in present activity oriented method.

Summary, Conclusions & Suggestions 171
This hypothesis is substantiated since the t value calculated

is significant at .01 levels (7.84; p<.01).

2. The second hypothesis formulated was that the achievement in

mathematics of students at secondary school level taught through

5E Instructional Model is significantly higher than that of the

students taught in present activity oriented method under the

objectives (Knowledge, Understanding, Application, Skill and

Creativity).

This hypothesis is substantiated since the t value calculated

is significant at .01 levels (knowledge 12.19; understanding 3.97;

application 3.15; skill 8.9; creativity 4.8; p<.01).

3. The third hypothesis formulated was that the achievement in

mathematics of students at secondary school level taught through

5E Instructional Model is significantly higher than the above

average students in experimental group than that of average and

below average students.

This hypothesis is substantiated since the t value calculated

is significant at .01 levels (12.33, 8.1 and 12.3; p<.01).

4. The forth hypothesis formulated was that the achievement in

mathematics of students at secondary school level taught through

5E Instructional Model is not significant based on gender.

This hypothesis is substantiated since the t value calculated

is significant at .01 levels (1.35; p<.01).

Summary, Conclusions & Suggestions 172

6.6 EDUCATIONAL IMPLICATIONS OF THE STUDY

The analysis of data revealed that 5E Instructional Model is more

effective than present activity oriented method in increasing student’s

achievement in mathematics. Based on the above conclusions the

following suggestions are offered as measure for improvement.

1. Experimental learning should be introducing in the classroom and

encourage the students to learn from experience.

2. 5E Instructional Model of teaching should be encouraged among

schools and colleges since it has proved itself to be a more effective

method.

3. 5E Instructional Model can be incorporated with other

instructional designs.

4. Appropriate training from the teachers should be provided to adopt

5E Instructional Model in the classroom.

5. The curriculum designers must be aware about effectiveness of 5E

Instructional Model, so that they can arrange the lessons in

accordance to use this method.

6. Different strategies like projects, seminars, debates, field trips,

special assignments, club activities etc. can be utilized as a part of

group activities in the class.

6.7 SUGGESTIONS FOR FURTHER RESEARCH

Summary, Conclusions & Suggestions 173
5E Instructional Model is relatively new area in the learning which

provides ample opportunities for new studies in the concerned field.

Some of the possible lines in which further studies can be carried out are

listed below

1. Similar studies using 5E Instructional Model can be conducted with

different topics in mathematics.

2. Similar studies using 5E Instructional Model can be conducted with

different subjects.

3. The scope of 5E Instructional Model can be integrated in teaching

and it can be encouraged at all levels of learning.

4. 5E Instructional Model can be integrated with other instructional

design and methodologies and effect can be studied.

5. 5E Instructional Model can be conducted in various fields and

subjects and the effect can be studied.

6. New standardized tools can be developed to measure the nurturing

effects of the 5E Instructional Model.

7. The study can be repeated for a large sample for longer duration

representing all districts in the state to ensure the reliability of the

results.

8. A survey can be carried out comparing the 5E Instructional Model

with other methods of teaching.