The effect of inquiry-based learning via 5E instructional model on students’ attitude toward learning history at secondary schools in Bonga town, Southwest Ethiopia

• Published in: Discover education Vol. 4; no. 1; p. 346
• Main Authors: Abebe, Abrham, Zeleke, Tsegeye, Melese, Wudu
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 23.09.2025; Springer Nature B.V
• Subjects: Academic Achievement; Active Learning; Attitudes; Classroom Communication; Cognition & reasoning; Computers and Education; Constructivism (Learning); Cooperative Learning; Critical Thinking; Education; Educational Change; Educational Environment; Educational Strategies; Evaluative Thinking; Evidence; Group Discussion; Historians; History education; History Instruction; Influence of Technology; Inquiry; Instructional Effectiveness; Learner Engagement; Learning Processes; Learning Strategies; Learning Theories; Memorization; Municipalities; Negative Attitudes; Positive Attitudes; Secondary schools; Sociology of Education; Students; Ethiopia; Students’ attitudes; 5E instructional model; History education; Conventional teaching; Inquiry-based learning
• ISSN: 2731-5525; 2731-5525
• DOI: 10.1007/s44217-025-00739-5

This study aims to determine the effect of inquiry-based learning using the 5E instructional model on students’ attitudes toward learning history. A quantitative quasi-experimental design was employed, utilizing a pre-post attitude questionnaire. A total of 149 tenth-grade students from two different schools in Bonga town participated in the study. Two sections were randomly assigned to the experimental group, while the other two sections were assigned to the control group. To collect data, an attitude questionnaire was administered to both groups before and after the intervention. The data were analyzed using descriptive statistics and independent samples t-tests. There was no difference in the students’ attitudes toward learning history before the intervention. However, after the intervention, the results indicated that the experimental groups from both schools scored significantly higher, with p  <.001 and an effect size of d = 0.9, indicating a substantial effect. The 5E model was pivotal in fostering critical thinking and student engagement. The structured approach allowed students to actively investigate historical concepts, leading to a deeper understanding and appreciation of the subject. This enhancement in attitudes toward learning history can be attributed to the interactive and student-centered nature of the 5E model. The findings suggest that teachers should integrate inquiry-based learning strategies, specifically the 5E model, to promote active student involvement. Furthermore, history curriculum developers are encouraged to adopt this model, as it significantly enhances students’ attitudes toward learning history.