This study aims to establish the effectiveness of 5E inquiry learning model to enhance the science achievement among Malaysian Year 5 Indian students. Accordingly, the teaching sequence using the context of energy change was structured in such a way that it follows the characteristics of each phase in the 5E inquiry learning model, namely engage, explore, explain, elaborate (expand), and evaluate. The conventional approach, by contrast, was characterised by the teacher-centred teaching. The research design employed was that of a quasi-experiment non-equivalent pretestposttest control group design. A total of 40 students (19 girls and 21 boys) in the experimental group and 40 students (28 girls and 12 boys) in the control group deriving from a rural Tamil National-type Primary School in Selangor participated in the study. The science achievement was measured by means of an author-developed 20-multiple-choice-item test of which the items were drawn from the past standardised national examinations. Given that the content validity was established by means of the test specification table and that the items were drawn from the past standardised national examinations, its validity was safely assumed. The pretest was administered before the intervention while the posttest was administered after the one-week intervention. The findings indicate that the analysis of the pretest and posttest data using Analysis of Covariance (ANCOVA) yielded an F of 593.35 which is significant (p = .000 < .01), signifying that the adjusted mean obtained by the experimental group (90.32) is statistically significantly higher than the adjusted mean obtained by the control group (52.53). The results are discussed in terms of how the key findings relate to other studies and implications for future research are delineated.

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The effectiveness of the 5E Inquiry Learning Model as compared to the teacher-centred traditional method on science achievement in electricity was examined in this study. The quasi-experimental pretest-posttest control group research design was utilized. A total of 65 students (33 and 32 students in the experimental and the control groups, respectively) from two Year 5 intact classes in Malaysia participated in this study. A test comprising 54 dichotomously scored items with overall KR-20 reliability of 0.84 was used in the pretest and posttest. Given the significant difference in the pretest and posttest, it was presumed that the analysis could be done using the ANCOVA. However, on further analysis, the assumption for homogeneity of the regression slope was violated and ANCOVA could not be performed. Instead, the covariate was categorized into two equally-spaced categories (i.e., low and average achievers) and further t-test supported the equivalency of the experimental and control groups. When analyzed using the t-test, the two groups differed significantly in the posttest means across the two categories of students. These findings unequivocally indicate the effectiveness of employing the 5E Inquiry Learning Model in enhancing students’ science achievement among the low and average achieving students.

The aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the participation of 40 students from two intact Third-grade classes in a primary school in Kuala Kangsar. The experimental group was taught using the 5E Inquiry Learning Model which consists of 5 stages, namely Engagement, Exploration, Explanation, Expansion, & Evaluation, while the control group was taught using the teacher-centered conventional method. The science achievement in the learning of “Magnet” was measured using a researcher-developed test consisting of 12 multiple-choice and 8 fill-in-the-blank items. The test has sufficient validity and KR-20 reliability. Analysis of the pretest data indicates that there was no statistically significant difference (t = 1.66, p > .05) in the pretest means between the experimental and control groups. Accordingly, an independent samples t-test was used to compare students’ achievement in the posttest. The analysis of the posttest data indicates that the posttest mean in science achievement (16.05) among the group of students who had followed through the 5E Inquiry Learning Model is statistically significantly higher (t = 4.75, p < .001) than the corresponding mean (13.15) among the group of students in the control group. Therefore, it can be concluded that the 5E Inquiry Learning Model enhances the learning of science in terms of achievement among the primary students.

Purpose – The study investigated the environmental knowledge, attitudes and behaviours exhibited by the pre-service teachers and determined if there was any significant relationship between environmental knowledge, attitudes and behaviours.   Method – This descriptive study adopted a quantitative approach using questionnaires to obtain information on environmental knowledge (53 items with true/false responses), environmental attitudes (11 items with a 4-point Likert scale) and environmental behaviours (11 items with a 4-point Likert scale) of 173 3rd-year students enrolled in the Chemistry Teaching Methods course. Data were analysed using both descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (correlation coefficient).   Findings – The low total mean score on the environmental knowledge component indicated the respondents’ lack of knowledge on environmental issues especially in climate change, However, the respondents exhibited high positive environmental attitudes based on their responses to the relevant attitude items especially on items that related to adopting significant actions. Most of the items in the environmental behaviours component yielded considerably high mean scores which indicated a strong willingness on the part of the pre-service teachers to take pro-environmental behaviours. The findings also showed that there was no significant relationship between knowledge, attitudes and behaviours.