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Searching randomized controlled trials produced 61 studies with 156 effect sizes, with most meeting WWC standards. Results indicate improved science outcomes (g = 0.82; 95% CI [0.67, 0.97]), while substantial heterogeneity suggests caution. Explanations for variation and practical recommendations are provided, grounded in the 5E framework’s constructivist, inquiry-centered design.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-the-5e-instructional-model-a-systematic-review-and-meta-analysis/590259/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-the-5e-instructional-model-a-systematic-review-and-meta-analysis/590259.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the review and meta-analysis?","Question",{"text":112,"@type":113},"To synthesize evidence on how the BSCS 5E Instructional Model and related variants affect science, math, and motivation outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many randomized controlled trials and effect sizes were included?",{"text":117,"@type":113},"The search and screening identified 61 randomized controlled trials, estimating 156 effect sizes.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about science outcomes?",{"text":121,"@type":113},"The 5E instructional model improved science outcomes (g = 0.82, 95% CI [0.67, 0.97]), though heterogeneity indicates caution.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590259,1792210618,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–16 DOI: 10. 1177/23328584241269866  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nEffects of the 5E Instructional Model: A Systematic Review and Meta-Analysis  \nJoshua R. Polanin  \nMegan Austin  \nJoseph A. Taylor  \nRebecca Rose Steingut  \nMelissa A. Rodgers  \nRyan Williams  \nAmerican Institutes for Research  \nWe conducted a comprehensive, systematic review and meta-analysis on the effects of the BSCS 5E Instructional Model—and its related variants—on science, math, and motivation outcomes. The 5E Instructional Model is a framework for delivering STEM instruction that is based on constructivist learning theory; it has been used throughout the U.S. and other countries, particularly in Turkey. Despite its wide usage, no comprehensive systematic review and meta-analysis on the effects of 5E and related models has yet been conducted. Our search and screening procedures yielded 61 randomized controlled trial studies, estimating 156 effect sizes; 70% of studies met WWC standards with or without reservations. We found that the 5E instructional model resulted in improved science outcomes (g = 0.82, 95% CI [0.67, 0.97]), but a large amount of heterogeneity requires some caution (t = 0.56). We explored numerous explanations for the effect heterogeneity and provided practical recommendations.  \nKeywords: 5E instructional model, inquiry-based learning, meta-analysis, meta-regression  \nHaving origins in developmental psychology and early learning cycle research (e.g., Atkin & Karplus, 1962), BSCS Science Learning (2023) developed the BSCS 5E Instructional Model (Bybee et al., 2006) to organize and sequence science instruction and curriculum materials toward a deep understanding and long-term retention of science concepts and skills. The 5E stages (engagement, exploration, explanation, elaboration, and evaluation) are based on prior learning cycles such as that proposed by Atkin and Karplus (1962), which included the equivalent of the exploration, explanation, and elaboration phases (3Es) . Under the 5E and related models, the teacher serves as a facilitator, guiding students through each “E” stage of the learning process and providing support as needed while students engage in inquiry, active learning, and reflection.  \nBSCS Science Learning introduced the 5E Instructional Model in 1990 (Bybee, 1990), and its use quickly expanded. Bybee et al. (2006) identified over 235,000 implemented lesson plans using the 5E model in pre-K through 12th grade,  \nDr. Polanin and Dr. Austin share first authorship.  \n97,000 discrete examples of universities using the 5E model in their course syllabi, 73,000 examples of 5E-based curriculum materials developed, and 131,000 posted and discrete examples of teacher education programs or resources using the 5E model. At least three U.S. states strongly endorsed the 5E model (Texas, Connecticut, and Maryland), and the model is widely used internationally, especially in Turkey (Cakir, 2017). Education professionals rely on its framework to support millions of students each year.  \nSeveral studies have shown that the model has the potential to improve science outcomes for students across various ages when implemented in place of typical “business-as-usual”instruction such as direct instruction, traditional instruction or lecture, and traditional laboratory activities. For example, Saavedra et al. (2019) found the model to be effective in elementary school, Cherry (2011) and August et al. (2009) found it to be effective in middle school, and Parveen (2018) found the model to be effective with high school students. Evaluations ofthe 5E model have also identified considerable variation in effectiveness across settings, implementation, and measurements. Okafor’s (2019) evaluation","cbCaijaMax1O6DxH","https://ap.wps.com/l/cbCaijaMax1O6DxH","pdf",776174,16,"English","# Effects of the 5E Instructional Model\n## Systematic review and meta-analysis results\n## Heterogeneity and recommendations\n## Background on the 5E learning model\n## Comparison with related instructional models\n## Overview of the 3E/5E/7E instructional model","[{\"question\":\"What was the purpose of the review and meta-analysis?\",\"answer\":\"To synthesize evidence on how the BSCS 5E Instructional Model and related variants affect science, math, and motivation outcomes.\"},{\"question\":\"How many randomized controlled trials and effect sizes were included?\",\"answer\":\"The search and screening identified 61 randomized controlled trials, estimating 156 effect sizes.\"},{\"question\":\"What were the main findings about science outcomes?\",\"answer\":\"The 5E instructional model improved science outcomes (g = 0.82, 95% CI [0.67, 0.97]), though heterogeneity indicates caution.\"}]","Effects of the 5E Instructional Model - A Systematic Review and Meta-Analysis | PDF",1792069188]