The Impact of the 5E Learning Model Improved with Concept Maps on Motivation - research paper

Oct 15, 2026

The study examines how students’ motivation changes when chemistry is taught using the 5E learning model improved with concept maps, compared with a classical/conventional teaching approach. Conducted with 100 8th-grade lower secondary students in the spring semester of 2018/19 in the Turkish Republic of Northern Cyprus, the research uses experimental and control groups. Motivation is measured with the MSLQ questionnaire, analyzed via descriptive statistics and MANOVA. Results show significant motivation differences between groups, including intrinsic goal orientation and test anxiety after the post-test.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Motivation as a learning factor

Teaching methods in chemistry education

Related studies on motivation

DOI: [https://doi.org/10.26529/cepsj.1504](https://doi.org/10.26529/cepsj.1504) The Impact of the 5E Learning Model Improved with Concept Maps on Motivation Lütfiye Varoğlu*1, Ayhan Yilmaz2 and Şenol Şen2 • The examination of students’ motivation towards lessons is an important aspect of educational studies. The constructivist approach significantly impacts the improvement of students’ motivation. The present study aims to examine the use of the 5E learning model with concept maps to support students’ motivation and compare the 5E approach and the classical approach to teaching chemistry in terms of motivational dimensions. The main subject of this study is an assessment of students’ motivation using the 5E learning model, which promotes student-centred teaching. The study was conducted with 100 8th-grade lower secondary school students who attended a school in the Turkish Republic of Northern Cyprus (TRNC) during the spring semester of the 2018/19 school year. The study was conducted with two randomly selected groups: experimental (EG) and control (CG) . The lessons of the EG were taught using the 5E Learning Model Improved with Concept Maps, while lessons of the CG were conducted using the current, conventional teaching method. The Motivated Strategies for Learning Questionnaire (MSLQ) was applied as a data collection tool in the study. Descriptive statistics and Multivariate Analysis of Variance (MANOVA) were used in data analysis. As a result, it was determined that the EG students’ motivation scores showed a significant difference from the CG students’ motivation scores. Furthermore, a significant difference was established between the EG and CG students’ intrinsic goal orientation and test anxiety post-test scores. Although the EG students’ averages for other sub-dimensions were higher than the CG students’ averages, no significant difference was found between the groups. Keywords: concept maps, motivation, lower secondary school students, 5E learning model 1 *Corresponding Author. Graduate School of Educational Sciences, Hacettepe University, Ankara, Turkey; [lutfiyevaroglu@gmail.com](lutfiyevaroglu@gmail.com). 2 Department of Mathematics and Science Education, Hacettepe University, Ankara, Turkey. 190 the impact of the 5e learning model improved with concept maps on motivation Vpliv učnega modela 5 E, izboljšanega s konceptualnimimodeli, na motivacijo Lütfiye Varoğlu, Ayhan Yılmaz in Şenol Şen • Preučevanje motivacije učencev za pouk je pomemben vidik pedago-ških študij. Konstruktivistični pristop pomembno vpliva na izboljšanje motivacije pri učencih. Namen te študije je preučiti uporabo učnega modela 5 E s konceptualnimi modeli za podporo motivacije pri učencih ter primerjati pristop 5 E in klasični pristop k poučevanju kemijez vidika motivacijskih razsežnosti. Glavni predmet te študije je ocena motivacije pri učencih z uporabo učnega modela 5 E, ki spodbuja poučevanje, osredinjeno na učence. Študija je bila izvedena s 100 učencizadnjega triletja osnovne šole ([8. in 9. razreda](8. in 9. razreda)), ki so obiskovali šolo v turški republiki Severni Ciper v spomladanskem semestru šolskega leta 2018/19 . Študija je bila izvedena z dvema naključno izbranima skupinama: eksperimentalno (ES) in kontrolno (KS). Pouk ES je potekal po uč nem modelu 5 E, izboljšanem s konceptualnimi modeli, pouk KS pa po zdajšnji, [tj. obi](tj. obi)čajni metodi poučevanja. Kot orodje za zbiranje podatkov je bil v študiji uporabljen vprašalnik motivacijskih prepričanj in učnihstrategij (MSLQ) . Pri analizi podatkov sta bili uporabljeni opisna statistika in multivariatna analiza variance (MANOVA). Na podlagi analize je bilo ugotovljeno, da se rezultati motivacije učencev ES pomembnorazlikujejo od rezultatov motivacije učencev KS. Poleg tega je bila ugotovljena pomembna razlika med rezultatom notranje ciljne usmerjenosti in testne anksioznosti učencev ES in KS po opravljenem testu. Čeprav so bila povprečja učencev ES za druge p

FAQs

What were the key findings about motivation outcomes?

Experimental-group students showed significantly different motivation scores from control-group students, with significant post-test differences also found for intrinsic goal orientation and test anxiety.

Oct 15, 2026

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