Teachers' levels of use of the 5E instructional model in the implementation of curriculum reforms in Sri Lanka

Fareed Mohamed Nawastheen, Sharifah Nor Puteh, Tamby Subahan Mohd Meerah

Research output: Contribution to journalArticle

Abstract

The 5E instructional model is an innovative approach for constructive classroom instruction. First introduced in competency-based curriculum reforms in Sri Lanka, this is an inquiry-based model that allows students to engage in the self-learning process, in which teachers act as facilitators. The aim of this study was to assess the levels of teachers' participation (through Levels of Use or LoU) in implementing the 5E instructional model in Sri Lanka. The Concerns-Based Adoption Model (CBAM) was used to identify teachers' LoU. Using the qualitative method, 9 out of 305 secondary school Geography teachers from the Kalutara district were selected as respondents in this survey. We used the basic interview protocol adopted from CBAM instruments. Our results revealed that many teachers were either non-users or were at the initial stage of use. The overall results revealed that the use of innovation was unsatisfactory. Thus, these teachers must be engaged in training programs, provided with the necessary materials and resources and must be continuously monitored to help those who want to qualify for a user profile and those who want to move up into the higher user profiles.

Original languageEnglish
Pages (from-to)3561-3570
Number of pages10
JournalResearch Journal of Applied Sciences, Engineering and Technology
Volume7
Issue number17
Publication statusPublished - 2014
Externally publishedYes

Fingerprint

Curricula
Innovation
Students

Keywords

  • 5E instructional model
  • Concerns-based adoption model (CBAM)
  • Curriculum reforms
  • Geography teachers
  • Sri Lanka
  • Teachers' levels of use

ASJC Scopus subject areas

  • Engineering(all)
  • Computer Science(all)

Cite this

Teachers' levels of use of the 5E instructional model in the implementation of curriculum reforms in Sri Lanka. / Nawastheen, Fareed Mohamed; Puteh, Sharifah Nor; Meerah, Tamby Subahan Mohd.

In: Research Journal of Applied Sciences, Engineering and Technology, Vol. 7, No. 17, 2014, p. 3561-3570.

Research output: Contribution to journalArticle

Nawastheen, Fareed Mohamed ; Puteh, Sharifah Nor ; Meerah, Tamby Subahan Mohd. / Teachers' levels of use of the 5E instructional model in the implementation of curriculum reforms in Sri Lanka. In: Research Journal of Applied Sciences, Engineering and Technology. 2014 ; Vol. 7, No. 17. pp. 3561-3570.
@article{8b71ceb97ace403ea9b0b150ff2779e8,
title = "Teachers' levels of use of the 5E instructional model in the implementation of curriculum reforms in Sri Lanka",
abstract = "The 5E instructional model is an innovative approach for constructive classroom instruction. First introduced in competency-based curriculum reforms in Sri Lanka, this is an inquiry-based model that allows students to engage in the self-learning process, in which teachers act as facilitators. The aim of this study was to assess the levels of teachers' participation (through Levels of Use or LoU) in implementing the 5E instructional model in Sri Lanka. The Concerns-Based Adoption Model (CBAM) was used to identify teachers' LoU. Using the qualitative method, 9 out of 305 secondary school Geography teachers from the Kalutara district were selected as respondents in this survey. We used the basic interview protocol adopted from CBAM instruments. Our results revealed that many teachers were either non-users or were at the initial stage of use. The overall results revealed that the use of innovation was unsatisfactory. Thus, these teachers must be engaged in training programs, provided with the necessary materials and resources and must be continuously monitored to help those who want to qualify for a user profile and those who want to move up into the higher user profiles.",
keywords = "5E instructional model, Concerns-based adoption model (CBAM), Curriculum reforms, Geography teachers, Sri Lanka, Teachers' levels of use",
author = "Nawastheen, {Fareed Mohamed} and Puteh, {Sharifah Nor} and Meerah, {Tamby Subahan Mohd}",
year = "2014",
language = "English",
volume = "7",
pages = "3561--3570",
journal = "Research Journal of Applied Sciences, Engineering and Technology",
issn = "2040-7459",
publisher = "Maxwell Scientific Publications",
number = "17",

}

TY - JOUR

T1 - Teachers' levels of use of the 5E instructional model in the implementation of curriculum reforms in Sri Lanka

AU - Nawastheen, Fareed Mohamed

AU - Puteh, Sharifah Nor

AU - Meerah, Tamby Subahan Mohd

PY - 2014

Y1 - 2014

N2 - The 5E instructional model is an innovative approach for constructive classroom instruction. First introduced in competency-based curriculum reforms in Sri Lanka, this is an inquiry-based model that allows students to engage in the self-learning process, in which teachers act as facilitators. The aim of this study was to assess the levels of teachers' participation (through Levels of Use or LoU) in implementing the 5E instructional model in Sri Lanka. The Concerns-Based Adoption Model (CBAM) was used to identify teachers' LoU. Using the qualitative method, 9 out of 305 secondary school Geography teachers from the Kalutara district were selected as respondents in this survey. We used the basic interview protocol adopted from CBAM instruments. Our results revealed that many teachers were either non-users or were at the initial stage of use. The overall results revealed that the use of innovation was unsatisfactory. Thus, these teachers must be engaged in training programs, provided with the necessary materials and resources and must be continuously monitored to help those who want to qualify for a user profile and those who want to move up into the higher user profiles.

AB - The 5E instructional model is an innovative approach for constructive classroom instruction. First introduced in competency-based curriculum reforms in Sri Lanka, this is an inquiry-based model that allows students to engage in the self-learning process, in which teachers act as facilitators. The aim of this study was to assess the levels of teachers' participation (through Levels of Use or LoU) in implementing the 5E instructional model in Sri Lanka. The Concerns-Based Adoption Model (CBAM) was used to identify teachers' LoU. Using the qualitative method, 9 out of 305 secondary school Geography teachers from the Kalutara district were selected as respondents in this survey. We used the basic interview protocol adopted from CBAM instruments. Our results revealed that many teachers were either non-users or were at the initial stage of use. The overall results revealed that the use of innovation was unsatisfactory. Thus, these teachers must be engaged in training programs, provided with the necessary materials and resources and must be continuously monitored to help those who want to qualify for a user profile and those who want to move up into the higher user profiles.

KW - 5E instructional model

KW - Concerns-based adoption model (CBAM)

KW - Curriculum reforms

KW - Geography teachers

KW - Sri Lanka

KW - Teachers' levels of use

UR - http://www.scopus.com/inward/record.url?scp=84901315879&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84901315879&partnerID=8YFLogxK

M3 - Article

VL - 7

SP - 3561

EP - 3570

JO - Research Journal of Applied Sciences, Engineering and Technology

JF - Research Journal of Applied Sciences, Engineering and Technology

SN - 2040-7459

IS - 17

ER -