@article{MAKHILLRJAS2014949372,
    title = {Teachers’ Levels of Use of 
  the 5E Instructional Model in the Implementation of Curriculum Reforms in Sri Lanka},
    journal = {Research Journal of Applied Sciences},
    volume = {9},
    number = {4},
    pages = {191-200},
    year = {2014},
    issn = {1815-932x},
    doi = {rjasci.2014.191.200},
    url = {https://makhillpublications.co/view-article.php?issn=1815-932x&doi=rjasci.2014.191.200},
    author = {Fareed Mohamed,Sharifah Nor and},
    keywords = {5E Instructional Model,Concerns-Based Adoption Model (CBAM),curriculum reforms,teachers levels of use,geography teachers,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. 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.}
    }