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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