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     Research Journal of Applied Sciences, Engineering and Technology


Teachers' Levels of Use of the 5E Instructional Model in the Implementation of Curriculum Reforms in Sri Lanka

1, 3Fareed Mohamed Nawastheen, 2Sharifah Nor Puteh and 3Tamby Subahan Mohd. Meerah
1Faculty of Education, The Open University of Sri Lanka
2Centre of Excellence for Education and Learner Diversity
3Faculty of Education, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia
Research Journal of Applied Sciences, Engineering and Technology  2014  17:3561-3570
http://dx.doi.org/10.19026/rjaset.7.709  |  © The Author(s) 2014
Received: November 11, 2013  |  Accepted: November 23, 2013  |  Published: May 05, 2014

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,


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Competing interests

The authors have no competing interests.

Open Access Policy

This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

Copyright

The authors have no competing interests.

ISSN (Online):  2040-7467
ISSN (Print):   2040-7459
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