5Es Constructivist Instructional Strategy and Academic Performance of Pupils in Basic Science and Technology in Akwa Ibom South Senatorial District
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This study investigated the effect of 5Es constructivist instructional strategy on academic performance of pupils in Basic Science and Technology in Akwa Ibom South Senatorial District. Six research questions and six null hypotheses were postulated to guide the study. Three major theories were used for the study. Quasi-experimental research design, specifically, it is a pretest–post–test non-equivalent control group design was used for this study. The population of the study was 10,520 primary school pupils in 282 public primary schools in Akwa Ibom South Senatorial District. A sample size of 240 primary three pupils from eight intact classes was used in the study. This made up of 116 males and 124 females. The instrument for data collection was Basic Science and Technology Performance Test (BSTPT). Mean and standard deviation were used in answering the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result revealed that there is a significant difference in pupils’ ability to describe, classify and retain scientific concepts than those taught using conventional method. It was also found that there was no significant difference between male and female with respect to performance and retention when taught with 5Es constructivist instructional strategy and those taught using conventional method. It was concluded that a better understanding and retention of scientific concepts in Basic Science and Technology was provided by 5Es constructivist instructional strategy. Based on this, the study recommended among others that since 5Es constructivist instructional strategy encourages better retention of learnt concepts by primary school pupils, it should therefore be used regularly in teaching and learning situations. In-service training for teachers in the form of seminars, workshops -conferences should focus more on how to use 5Es constructivist instructional strategy for the teaching of scientific concepts. The government or relevant professional bodies like the Science Teachers' Association of Nigeria (STAN) could do this.
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