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The study's aim was to determine the impact of the 5E instructional model on students' performance in non-routine mathematics problems. The population was made up of junior high school students in Oforikrom municipality, Ghana's Ashanti Region. The study used a quasi-experimental non-equivalent design. A total of 84 students were drawn at random from Oforikrom's two Junior High Schools. The experimental and control groups were assigned at random to the two schools. The experimental group was taught using the 5E instructional model, while the control group received traditional instruction. In both the pretest and posttest, students were given a non-routine achievement test consisting of mensuration, percentages, and equations. The independent sample t-test, Mann-Whitney U and Wilcoxon W tests, and Kruskal Wallis test were used to analyze the results. The study's findings showed that the 5E model has a positive effect on students' performance in non-routine mathematics problems. It also found that there is a significant difference between the control and experimental groups in favour of the experimental group. Furthermore, there was no significant difference in performance between male and female students in the experimental group. Finally, the study discovered no significant difference in the experimental group's performance based on the topics.

The study aimed to determine the effect of 5Es with teaching aids on the academic performance of Junior High school students in mathematics non-routine problems. A sample of 48 students was randomly selected from Asawinso Methodist Upper primary school. Quasi-experimental non-equivalent pretest-posttest control group design research design was adopted for the study. A pre-test was employed to assess the academic ability equivalence and homogeneity of the two groups, while post-testing was used to examine the effect of the 5Es inquiry model with instructional aids on the performance of pupils in mathematics non-routine problems. An independent sample t-test was employed to compare the values between the experimental and control groups to evaluate the data at an alpha level of 0.05. In addition, the effects 5Es inquiry-based approach on students’ mathematics non-routine problems was assessed based on gender. The results indicated that pupils taught using 5Es with teaching aids outperformed their counterparts taught using lecture method with teaching aids. Also, the results indicated that female learners perform better than male learners in mathematics non-routine problems. It is therefore recommended that when teaching pupils mathematics non-routine problems, 5Es supported with teaching aids should be adopted. A Teacher Made Test (TMT) was used to assess pupils’ knowledge on non-routine problems in mathematics.