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<p>Student engagement is critical for meaningful learning and the development of scientific skills, yet biology instruction in Ethiopia remains largely teacher-centered, restricting inquiry and active participation. This study investigated the impact of Guided Inquiry-Based Learning (GIBL) structured with the 5E model on secondary school students’ engagement in biology. A concurrent embedded mixed-methods design was used, combining a quasi-experimental pretest–posttest approach with qualitative interviews. Participants were 105 students from two government schools, with 52 in the experimental group and 53 in the control group. Engagement across cognitive, behavioral, emotional, and social domains was assessed using the Biology Engagement Scale. Results showed that GIBL with 5E model produced significant gains in all engagement dimensions, with medium to large effect sizes (cognitive η² = 0.194; behavioral η² = 0.171; emotional η² = 0.196; social η² = 0.386). Gender differences were nonsignificant for cognitive, behavioral, and emotional engagement, while females demonstrated higher social engagement, supported by a significant Group × Gender interaction. Qualitative findings highlighted greater participation, collaboration, motivation, and real-life relevance during GIBL lessons. Overall, the study demonstrates that GIBL anchored in the 5E model meaningfully enhances student engagement across cognitive, behavioral, emotional, and social domains. Teachers are encouraged to integrate this approach to create more engaging learning environments that sustain student participation, deepen understanding, and promote active involvement in secondary biology classrooms.</p>

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Effect of guided inquiry with the 5E model on students’ engagement in biology at secondary schools in Mattu town, Southwest Ethiopia

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月15日

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  • Dereje Negerie,
  • Tadesse Habtamu,
  • Teklu Tafesse

摘要

Student engagement is critical for meaningful learning and the development of scientific skills, yet biology instruction in Ethiopia remains largely teacher-centered, restricting inquiry and active participation. This study investigated the impact of Guided Inquiry-Based Learning (GIBL) structured with the 5E model on secondary school students’ engagement in biology. A concurrent embedded mixed-methods design was used, combining a quasi-experimental pretest–posttest approach with qualitative interviews. Participants were 105 students from two government schools, with 52 in the experimental group and 53 in the control group. Engagement across cognitive, behavioral, emotional, and social domains was assessed using the Biology Engagement Scale. Results showed that GIBL with 5E model produced significant gains in all engagement dimensions, with medium to large effect sizes (cognitive η² = 0.194; behavioral η² = 0.171; emotional η² = 0.196; social η² = 0.386). Gender differences were nonsignificant for cognitive, behavioral, and emotional engagement, while females demonstrated higher social engagement, supported by a significant Group × Gender interaction. Qualitative findings highlighted greater participation, collaboration, motivation, and real-life relevance during GIBL lessons. Overall, the study demonstrates that GIBL anchored in the 5E model meaningfully enhances student engagement across cognitive, behavioral, emotional, and social domains. Teachers are encouraged to integrate this approach to create more engaging learning environments that sustain student participation, deepen understanding, and promote active involvement in secondary biology classrooms.