EFFECTS OF 5Es TEACHING CYCLE ON RETENTION ABILITY IN RADIOACTIVITY CONCEPT AMONG SENIOR SECONDARY SCHOOL STUDENTS OF VARIED ABILITY IN ENUGU STATE, NIGERIA

Abstract

This study investigated the effects of the 5Es Teaching Cycle on the retention ability of
senior secondary school students of varied ability levels in the concept of Radioactivity in
Physics in Enugu State, Nigeria. The study was motivated by the persistent poor retention
and achievement of students in Physics, particularly in abstract concepts such as
radioactivity. A quasi-experimental pretest-posttest non-equivalent control group design
was adopted. The population comprised Senior Secondary Two (SS II) Physics students
in public secondary schools in Enugu State. A sample of students selected through
purposive sampling participated in the study. The instrument for data collection was the
Radioactivity Retention Test (RRT), validated by experts in Physics Education and
Measurement and Evaluation, with an established reliability coefficient. Data collected
were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA).
Findings revealed that students exposed to the 5Es Teaching Cycle retained radioactivity
concepts significantly better than those taught using the conventional lecture method. The
study also found no significant gender difference in students' retention when taught using
the 5Es Teaching Cycle. The study concluded that the 5Es Teaching Cycle is an effective
learner-centered instructional model capable of enhancing students' retention of Physics
concepts irrespective of ability level. It was recommended that Physics teachers be
trained through workshops and professional development programmes on the effective
implementation of the 5Es Teaching Cycle in secondary school classrooms.

Keywords: 5Es Teaching Cycle, Radioactivity, Retention Ability, Physics Education,
Ability Levels.