Exploration of how the 5E instructional model influences mathematics education, highlighting beliefs and practices across various demographic factors.
The study explores the beliefs and practices of mathematics teachers regarding the use of the 5E instructional model of constructivism in teaching mathematics. In addition, the study also examines the impact of variables such as gender, educational attainment, school type, age group, and experience level on the implementation of the 5E instructional model. Data collected from a sample of 94 mathematics with responses analyzed using descriptive statistics and nonparametric tests the study shows that the 5E instructional model of constructivism improves the teaching and learning processes in mathematics. The study also found that the educational attainment of teachers, age group, gender, and experience level of mathematics teachers was found to influence the utilization of the 5E instructional model in teaching and learning mathematics. However, different school types of teachers (private vs. government) did not influence the use of the 5E instructional model.
No takes yet. Share an insight, caveat, or question.
Shittu et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: