Research Journal of Applied Sciences
ISSN: Online 1993-6079ISSN: Print 1815-932x
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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. Researchers used the basic interview protocol adopted from CBAM instruments. The 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.
How to cite this article:
Fareed Mohamed Nawastheen, Sharifah Nor Puteh and Tamby Subahan Mohd. Meerah. Teachers’ Levels of Use of
the 5E Instructional Model in the Implementation of Curriculum Reforms in Sri Lanka.
DOI: https://doi.org/10.36478/rjasci.2014.191.200
URL: https://www.makhillpublications.co/view-article/1815-932x/rjasci.2014.191.200