Science process skills (SPS) encompass a range of abilities that enable learners to engage effectively in scientific inquiry and investigation. In Ethiopia, secondary school biology instruction remains predominantly teacher-centered, limiting student engagement and SPS development. This study examined the effect of the 5E Guided Inquiry-Based Learning (5E-GIBL) model on Grade 10 students’ SPS in biology compared with conventional instructional method. A concurrent embedded mixed-methods design was employed, integrating a quasi-experimental approach with semi-structured interviews. The sample comprised 105 students from two government secondary schools, with 52 assigned to the experimental group and 53 to the control group. Independent-samples t-test results showed that the experimental group achieved significantly higher post-test SPS scores than the control group, t(103) = − 5.07, p .05). Qualitative findings support the quantitative results, showing increased motivation, active participation, hands-on experimentation, collaboration, and meaningful application of SPS in real-life contexts. The findings of this study provide important implications for curriculum designers and teachers, emphasizing the integration of the 5E-GIBL model in biology education, a structured, student-centered approach that fosters engagement, cultivates SPS, and supports an equitable learning environment.
Negerie et al. (Wed,) studied this question.
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