Effects of the 5E guided inquiry-based learning model on science process skills of secondary school biology students in Mattu town, Ethiopia

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 < .001. This result was confirmed by an ANCOVA controlling for pre-test scores, which revealed a significant effect of instructional approach, F(1, 102) = 250.72, p < .001. Gender-based analyses indicated that the effectiveness of the 5E-GIL model was comparable for male and female students. Factorial ANOVA showed a significant main effect of instructional group (F = 35.20, p < .001), whereas neither the main effect of gender nor the group × gender interaction was statistically significant (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.