CHAPTER-V

SUMMARY & CONCLSION

SUMMARY & CONCLUSION:
5.1 Executive summary of the study
5.1.1 Statement of the problem
5.1.2 Objectives of the study
5.1.3 Method of the study
5.1.4 Population of the study
5.1.5 Sample of the study
5.1.6 Tools and techniques
5.1.7 Delimitation of the study
5.2 Major findings
5.3 Suggestions
5.4 Suggestions for the future research
5.5 Conclusion
SUMMARY & CONCLUSION:
This section includes a brief restatement of the problem and description
of the procedures used discussion and finding of the study. In addition, the
researcher may list an answered question that have accured in the process of the
study and which acquire further research. The researcher also gives
recommendation for further research. It has most widely used in the part of the
research report.
Executive Summary of the Study:
The problems of the pre-service teacher implementing 5E based
instructional method in a science class is multifarious. Firstly the major problem
of the PSTs are time management. For implementing all the Es of 5E model that
is engage, explore, explain, elaborate and evaluate in a limited period of time
i.e. 40-45 minutes is quite difficult and challenging for them.
They also faced problems in making lesion plans of their class. It is too
much time taking. Thinking creatively to make the engage phase interesting is
quite difficult also and testing the prior knowledge of the students is also
challenging for them.
The another problem they faced is overcrowded class. The student limit is
not fixed for classes they taught. So in case of overcrowded classes the engage
phase becomes more complicated and it was difficult to keep an eye upon every
student of the class.
Use of TLM is also another problem according to the PSTs. They have to
prepare their own TLM for the class. The rule says TLM should be on very low
cost or no cost. Sometimes they cannot be able to implement what they have
thought to do.
Transition between the phases of 5E, sometimes the time limit they
planned for each E was not worked in the class. So the PSTs faced problems
when to stop which step and move to the next. Because if the students has no
prior knowledge on any topic the explain phase should take more time so the
elaborate and evaluate phase could not be done properly.
According to the 5E instructional model the last phase is evaluation. In
this phase the students knowledge and understanding should be tested. This
phase is the most important phase in the 5e instructional model. But in this
phase the PSTs face problems when all the students answer together individual
understanding could not be tested. The students prefer to memorize the answer
rather understanding. Another problem was also monotomy in answer specially
in case of analytical problem.
5.1.1 Statement of the Problem:
The problem to be studied was stated as;
“Challenges pre-service teachers face implementing 5E model of instruction.”
5.1.2 Objectives of the Study:
1. To study the problem faced by PSTs while implementing 5E model in their
teaching.
2. To study the possible solutions suggested by the PSTs and administration.
DELIMINATION OF THE STUDY:
1. The study will be limited to the three teacher education college of Utkal
University.
2. The study will limited to 60 samples only.
3. The study will include 30 boys and 30 girls only.
4. The study will be limited to 5E model only.
METHODOLOGY:
Method:
For the present study, the investigator followed qualitative survey method.
Population:
All the pre-service teachers of Utkal University i.e. the PSTs of NDWCTE,
BBSR, RNAISE of Cuttack, NKCCTE of Anugol were taken as the population
for the present study.
SAMPLE:
A sample of 60 pre-service teachers (30 boys and 30 girls) reading in
teacher education colleges of Utkal Univeristy were taken.
Tools and Techniques:
For the present study, the investigator has developed the following tools
to collect data.
(a) Questionnaire for PSTs
(b) Interview : Schedule for PSTs
MAJOR FINDINGS:
Time Management:
Every PSTs mentioned they faced problems in time management for their
class. It was challenging for them to cover all the 5Es in a limited period of
class.
Classroom Management:
In case of overcrowded class the PSTs faced problem in maintaining
discipline in the engage phase. It was difficult for them to engage every student
with activities.
Use and making of TLM:
TLM should be made of low cost or no cost but it was challenging for the
PSTs to make such type of TLM. Sometime they even can’t utilize their ideas
due to their problems.
Some times while using the TLMs the class the classroom discipline
could not be maintained. In case of overcrowded classroom each student can’t
get the opportunity to use the TLM.
Making of Lesson Plan:
According to the PSTs 5E model is more effective than traditional
method in teaching science. But they also mentioned making lesson plan is
difficult. It is too much time taking. It needs a free hand on concrete knowledge
and creative thinking. Every student present in the class are not of equal
intelligence so meeting their needs is also challenging.
Engage Phase:
In the engage phase the PSTs faced difficulties in engaging the student in
case f over crowded classroom. The students interest in the class are not equal,
so they don’t give attention to the institutions given to them for the activity.
They also face problem in testing the students’ prior knowledge. Due to large
number of students present in the class, the students can’t get proper attention.
Elaborate Phase:
Most of the PSTs don’t face problem in the elaborate phase but some of
they face problems. Every student present in the class are not equal
understanding capacity so make the lesson understandable for them is
challenging for the PSTs. The students have no prior knowledge about some
topic, so to make the topic understandable for them is difficult. To learn the
answer the PSTs have to repeat the question and answer again and again.
Evaluation Phase:
The PSTs faced problem in the class in evaluation phase. In this phase
students attention was less. Mass answering for which individual understanding
could not be detected. The student’s prefer to memorize the answer rather than
understanding to avoid teaching practice.
Transition between the Phase:
For the PSTs time stringent was the most challenging phase. The
evaluation phase could not get sufficient time offer being the most important
phase.
Suggestion for the PSTs for improvement:
 Using multiple resources to reduce the time taken to plan 5E lessons.
 Practicing 5E lesson plan writing which helps PSTs to map the lesson plan
easily to the different phases of the 5E.
 Being flexible with the 5E division and merging phase of 5E aids in planning
the elaborate phase.
 Relating the science concepts to real life experiences to overcome the
confusion of writing the elaborate phase.
 Having a solid science content knowledge aids in planning the elaborate
phase.
 Incorporating different teaching strategies like direct instruction, indirect
instruction, and independent study helps PSTs to meet the needs of all
students in the classroom.
 As part of the same course, teacher educators could make arrangements for
guest lectures by a group of exemplary cooperative teachers every week. At
then end of the lecture, cooperative teachers can interact with PSTs.
 Teacher educators should create opportunities to write and teach unit plans
using 5Es for the PSTs.
 The teacher educators should help the PSTs to acquire strong content
knowledge.
CONCLUSION:
To make our education system better good teachers are required. For
making good teachers the teacher education programme is most important.
Therefore, the pre-service teachers should get a flexible educational training
which will help them to face any problem in the classroom situation. Without
proper training they can’t be good teachers. Now our education based on
activity in which the students should learn by their own. For this 5E instruction
method is the best way to teach science.
In 5E model the students should learn by their own doing some activities
and relating their prior knowledge with the subject content. So for implementing
this process, the PSTs should have a free hand on activity and creative thinking.
They should also make TLMs for their class to make the teaching process
qualitative and easy.
 The PSTs have to make proper lesson plan for their class without proper
planning and arrange and they could not be able to manage the class. They
should focus on each phase of the 5E model.