Implementing the 5Es Teaching Model to Enhance Students’ Participation and Learning Outcomes in Biology in Grade 7: A Case of a “Flowering Plants” Unit

The Ministry of Education, Youth and Sport of Cambodia has reformed the training curriculum and teaching methods to enhance teacher qualifications by synthesizing Bloom’s taxonomy with content knowledge. The new approach to the training program has been integrated with modern teaching methods, which are widely used in regional and global contexts, by integrating scientific concepts and sustainable development goals. This study aimed to understand the participatory activities and learning outcomes of biology students in Grade 7 concerning a “Flowering Plants” lesson, using the 5Es model teaching method (engaging, exploring, explaining, elaborating, evaluating). The 5Es model is grounded in constructivism to enhance collaboration, research skills, and the application of prior knowledge to new learning. This study selected 44 students (15 females) who were divided into two groups: one using the traditional method (TM) and the other using the 5Es teaching method. Data were collected through pre-tests, post-tests, questionnaires, and observation forms and were analyzed quantitatively using Microsoft Excel 2019. The results showed that 88.1% of the students who participated in the 5Es model were active, compared to only 23.95% of those participating in the traditional method who were active. In addition, students participating in the 5Es method had a mean score of 26.5, which was significantly higher than those in the TM group with a mean score of 18.02 (p < 0.01). These findings indicated that the 5Es model could enhance student engagement, improve comprehension, promote analytical skills, enhance collaboration skills, and improve overall learning outcomes.