Skip to main content
Springer Nature Link
Log in

The effect of 5e learning model enriched with coding on primary school mathematics lesson

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

This study investigates the effect of 5E learning model enriched with coding (5EC), gender and their interaction on 4th grade students’ mathematics achievements and permanence of their learning. It also examines the effect of the 5EC on participants’ attitudes towards mathematics. The study group consists of 119 students. Mathematics achievement test and mathematics attitude scale were used as measuring tools. Experimental group was treated with the 5EC and the control group was instructed with traditional instruction. MANCOVA results showed that the 5EC had a statistically significant effect on the collective dependent variables of the mathematics achievement post-test and mathematics retention test scores. ANCOVA results indicated that although the effect of the 5EC on mathematics achievement post-test scores is significant, it was found as insignificant on mathematics retention test scores. t-test analysis showed that a significant difference was found between students’ post-attitude scores on behalf of the experimental group.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
€32.70 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (Finland)

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8
Fig. 9
Fig. 10
Fig. 11
Fig. 12
Fig. 13
Fig. 14
Fig. 15

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Abesadze, S., & Nozadze, D. (2020). Make 21st century education: the importance of teaching programming in schools. International Journal of Learning and Teaching, 6(3), 158–163. https://doi.org/10.18178/ijlt.6.3.158-163

    Article  Google Scholar 

  • About Scratch. (2021). https://scratch.mit.edu/about

  • Agah, M. P. (2020). The relevance of mathematics education in the Nigerian contemporary society: Implications to secondary education. Journal of Education, Society and Behavioural Science, 36–43. https://doi.org/10.9734/jesbs/2020/v33i530223

  • Altun, M. (2006). Advances in teaching mathematics. Journal of Uludag University Faculty of Education, 19(2), 223–238.

    Google Scholar 

  • An, Y. J., Aworuwa, B., Ballard, G., & Williams, K. (2009). Teaching with Web 2.0 technologies: Benefits, barriers and best practices. AECT Annual Proceedings, 1, 1–6.

    Google Scholar 

  • Arslan, E. H., & Bilgin, E. A. (2020). Use of technology in mathematics teaching and the effect of video instruction on technology attitude. Journal of Science Mathematics Entrepreneurship and Technology Education, 3(1), 41–50.

    Google Scholar 

  • Aşkar, P. (1986). Developing a likert-type scale that measures attitude towards mathematics lesson. Education and Science, 62(11), 31–36.

    Google Scholar 

  • Bala, R. B. (2019). 6.sınıf öğrencilerine programlama dili öğretilirken kullanılan scratch programının öğrencilerin problem çözme becerilerine ve tutumlarına etkisi [The effect of the scratch program used while teaching programming language to 6th grade students on students' problem solving skills and attitudes] (Publication No. 545003) [Unpublished Master's Thesis, Necmettin Erbakan University].

  • Bayram, B., & Kırbaşoğlu Kılıç, L. (2017). The effect of 5E model on success and permanence in 6th grade grammar teaching. Erzincan University Journal of Education Faculty, 19(1), 1–20. https://doi.org/10.17556/erziefd.289948

    Article  Google Scholar 

  • Bers, M. U. (2020). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge.

    Book  Google Scholar 

  • Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21.

    Article  Google Scholar 

  • Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10–13.

    Article  Google Scholar 

  • Calao, L. A., Moreno-León, J., Correa, H. E., & Robles, G. (2015). Developing mathematical thinking with Scratch. In Design for teaching and learning in a networked world (pp. 17–27). Springer. https://doi.org/10.1007/978-3-319-24258-3_2

  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. In N. L. Gage (Ed.), Handbook of research on teaching. Rand McNally.

    Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates Publishers.

    Google Scholar 

  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (4. Basım). Pegem Publishing.

    Google Scholar 

  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage.

    Google Scholar 

  • Demirer, V., & Sak, N. (2016). Education and new approaches to programming in the world and Türkiye. Journal of Theory and Practice in Education, 12(3), 521–546. https://dergipark.org.tr/tr/pub/eku/issue/26697/280853

    Google Scholar 

  • Dursun, Ş, & Dede, Y. (2004). Factors affecting students’ success in mathematics: In terms of the opinions of mathematics teachers. Journal of Gazi Educational Faculty, 24(2), 217–230. http://www.gefad.gazi.edu.tr/en/pub/issue/6759/90924.

    Google Scholar 

  • Field, A. (2005). Discovering statistics using SPSS. Sage publications.

    Google Scholar 

  • Giannakos, M., Chorianopoulos, K., & Jaccheri, L. (2012). Math is not only for science geeks: Design and assessment of a storytelling serious video game. In 2012 IEEE 12th International Conference on Advanced Learning Technologies (pp. 418–419). IEEE. https://doi.org/10.1109/ICALT.2012.16

  • Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Pearson.

    Google Scholar 

  • Gültepe, A. (2018). Make coding teaching by ICT teachers eye "students are encoding”. International Journal of Leadership Training (IJOLT), 2(2), 50–60.

    Google Scholar 

  • Güven, G., Kozcu Cakir, N., Sulun, Y., Cetin, G., & Guven, E. (2020). Arduino-assisted robotics coding applications integrated into the 5E learning model in science teaching. Journal of Research on Technology in Education, 1–19. https://doi.org/10.1080/15391523.2020.1812136.

  • Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65, 101220. https://doi.org/10.1016/j.learninstruc.2019.101220

    Article  Google Scholar 

  • Iskrenovic-Momcilovic, O. (2020). Improving geometry teaching with scratch. International Electronic Journal of Mathematics Education, 15(2). https://doi.org/10.29333/iejme/7807

  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73(26), 26–39. https://doi.org/10.1016/j.compedu.2013.12.010

    Article  Google Scholar 

  • Kozcu Çakır, N. (2017). Effect of 5E learning model on academic achievement, attitude and science process skills: meta-analysis study. Journal of Education and Training Studies, 5(11), 157–170. https://doi.org/10.11114/jets.v5i11.2649

    Article  Google Scholar 

  • Kunwar, R. (2020). Math mania: meaning, problems and ways of effective teaching and learning mathematics at basic level education in Nepal. International Journal of Science and Research (IJSR), 9(8), 1136–1141.

    Google Scholar 

  • Lin, J. L., Cheng, M. F., Chang, Y. C., Li, H. W., Chang, J. Y., & Lin, D. M. (2014). Learning activities that combine science magic activities with the 5E instructional model to influence secondary-school students’ attitudes to science. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 415–426. https://doi.org/10.12973/eurasia.2014.1103a

    Article  Google Scholar 

  • MEB. (2011). TIMSS 2007 national mathematics and science report 8th grade. http://timss.meb.gov.tr/wp-content/uploads/timss_2007_ulusal_raporu.pdf

  • Meyer, M. W., & Norman, D. (2020). Changing design education for the 21st century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13–49. https://doi.org/10.1016/j.sheji.2019.12.002

    Article  Google Scholar 

  • MMS. (2002). Web site of miami museum of science, constructivism and five e’s. https://www.Miamisci.org.ph/Ipintro5e.html

  • Multivariate Analysis of Covariance [MANCOVA]. (2021). https://www.statisticssolutions.com/free-resources/directory-of-statistical-analyses/multivariate-analysis-of-covariance-mancova/

  • NCTM. (2000). Principles and standards for school mathematics. Reston.

    Google Scholar 

  • Noss, R. (2019). Exploring matematics through scratch. Paper presented at the 4th International Turkish Computer and Mathematics Education Symposium.

  • Nwoke, B. I., & Ugwuegbulam, C. N. (2016). Causes and solutions of mathematics phobia among secondary school students. Research on Humanities and Social Sciences, 6(20), 105–110.

    Google Scholar 

  • Omotayo, S. A., & Adeleke, J. O. (2017). The 5E instructional model: A constructivist approach for enhancing students’ learning outcomes in mathematics. Journal of the International Society for Teacher Education, 21(2), 15–26.

    Google Scholar 

  • Owens, A. D. (2017). Development of student communication in STEM using virtual PBL-based global collaboration projects [Doctoral dissertation, Texas Tech University]. https://ttu-ir.tdl.org/bitstream/handle/2346/73466/OWENS-DISSERTATION-2017.pdf?sequence=1&isAllowed=y

  • Psacharopoulos, G., & Woodhall, M. (1993). Education for development. Oxford University Press.

    Google Scholar 

  • Pulat, S. (2009). 5E öğrenme döngüsü modelinin 6.sınıf öğrencilerinin matematik başarısına ve matematiğe yönelik tutumlarına etkisi [Impact of 5e learning cycle on sixth grade students’ mathematics achievement on and attitudes toward mathematics] (Publication No.250702) [Unpublished Master's Thesis, Middle East Technical University].

  • Rodriguez, S., Allen, K., Harron, J., & Qadri, S. A. (2019). Making and the 5E learning cycle. The Science Teacher, 86(5), 48–55. https://doi.org/10.2505/4/tst18_086_05_48

    Article  Google Scholar 

  • Runisah, R., Herman, T., & Dahlan, J. A. (2017). Using the 5E learning cycle with metacognitive technique to enhance students’ mathematical critical thinking skills. International Journal on Emerging Mathematics Education, 1(1), 87–98. https://doi.org/10.12928/ijeme.v1i1.5698

    Article  Google Scholar 

  • Salyani, R., Nurmaliah, C., & Mahidin, M. (2020). Application of the 5E learning cycle model to overcome misconception and increase student learning activities in learning chemical bonding. In Journal of Physics: Conference Series (Vol. 1460, No. 1, p. 012102). IOP Publishing. https://doi.org/10.1088/1742-6596/1460/1/012102

  • Sayın, Z. & Seferoğlu, S. (2016). Coding education as a new 21st century skill and its effect on education policies. Paper presented at the Academic Informatics conference. http://yunus.hacettepe.edu.tr/~sadi/yayin/AB16_Sayin-Seferoglu_Kodlama.pdf

  • Senan, D. C. (2013). Infusing BSCS 5E instructional model with multimedia: A promising approach to develop 21st century skills. I-managers’ Journal on School Educational Technology, 9(22), 1–7. https://doi.org/10.26634/jsch.9.2.2494

    Article  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education.

    Google Scholar 

  • Taylor, M., Harlow, A., & Forret, M. (2010). Using a computer programming environment and an ınteractive whiteboard to ınvestigate some mathematical thinking. Procedia - Social and Behavioral Sciences, 8, 561–570. https://doi.org/10.1016/j.sbspro.2010.12.078

    Article  Google Scholar 

  • Tinsley, H., & Brown, S. (2000). Handbook of applied multivariate statistics and mathematical modeling. Academic Press.

    Google Scholar 

  • Tomooğlu, Ö., & Kurtuluş, A. (2020). Using the 5E teaching model in teaching sixth grade students about field measurement: An action research. Journal of Education in Eskisehir Osmangazi University Turkic World Apply and Research Center, 5(2), 184–205.

    Google Scholar 

  • Tuna, A., & Kaçar, A. (2013). The effect of the 5e model on students' attitude towards trigonometry. Paper presented at II. International Conference on Communication, Media, Technology and design. http://www.cmdconf.net/2013/makale/PDF/71.pdf

  • Turan, S., & Matteson, S. M. (2021). Middle school mathematics classrooms practice based on 5E instructional model. International Journal of Education in Mathematics, Science and Technology, 9(1), 22–39. https://doi.org/10.46328/ijemst.1041

    Article  Google Scholar 

  • Umay, A. (1996). Matematik öğretimi ve ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12(12). https://dergipark.org.tr/tr/pub/hunefd/issue/7825/102865

  • Vidić, T., & Đuranović, M. (2020). Students’ attitudes towards mathematics and their perceptions of teacher support, enthusiasm, classroom management and their own behavior. Journal of Educational Sciences & Psychology, 10(2), 61–73.

    Google Scholar 

  • Yara, P. O., & Otieno, K. O. (2010). Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenya. Asian Social Science, 6(12), 126–132. https://doi.org/10.5539/ass.v6n12p126

    Article  Google Scholar 

  • Ye, H., Liang, B., Ng, O. L., & Chai, C. S. (2023). Integration of computational thinking in K-12 mathematics education: A systematic review on CT-based mathematics instruction and student learning. International Journal of STEM Education, 10(1), 1–26. https://doi.org/10.1186/s40594-023-00396-w

    Article  Google Scholar 

  • Yılmaz, A. (2018). Kavram karikatürleri destekli 5E modeli uygulamasının ortaokul öğrencilerinin matematik başarısına, öğrenme kalıcılığına ve tutumlarına etkisi [The effect of concept cartoons supported 5e model application on middle school students' math achievement, learning retention and attitudes](Publication No. 491288) [Unpublished Master's Thesis, Bartın University]

  • Zavala, L. A., Hernandez, S. C., & Garcia-Ruiz, M. A. (2013). Designing interactive activities within Scratch 2.0 for improving abilities to identify numerical sequences. IDC '13 Proceedings of the 12th International Conference on Interaction Design and Children, 423-426. 423-426. https://doi.org/10.1145/2485760.2485831

Download references

Acknowledgements

This study was supported by the Burdur Mehmet Akif Ersoy University Scientific Research Projects Commission with the project number "0550-DR-18".

Funding

This study was supported by the Burdur Mehmet Akif Ersoy University Scientific Research Projects Commission with the project number "0550-DR-18".

Author information

Authors and Affiliations

  1. Department of Primary Education, Faculty of Education, Süleyman Demirel University, Doğu kampüs (east campus), Isparta, Turkey

    Ayşegül Büyükkarci

  2. Department of Primary Education, Faculty of Education, Mehmet Akif Ersoy University, Burdur, Turkey

    Erdal Taşlidere

Authors
  1. Ayşegül Büyükkarci
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Erdal Taşlidere
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ayşegül Büyükkarci.

Ethics declarations

Conflicts of interests

The authors declare that they have no competing interests.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Below is the link to the electronic supplementary material.

Supplementary file1 (DOCX 970 KB)

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Büyükkarci, A., Taşlidere, E. The effect of 5e learning model enriched with coding on primary school mathematics lesson. Educ Inf Technol 29, 7969–7995 (2024). https://doi.org/10.1007/s10639-023-12129-1

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-023-12129-1

Keywords

Search

Navigation