Recent Innovations in Psychology

Recent Innovations in Psychology

The Effect of Network-Based Bybee Educational Design Model (5E) on Academic Self-Concept of Students with Math Learning Disabilities

Document Type : Original Article

Author
Reza Sheibanifar
MSc. in School Counseling, Arak Branch, Islamic Azad University, Arak, Iran
10.22034/rip.2024.474079.1055
Abstract
The objective of this study was to examine the impact of the network-based 5E instructional model on the academic self-concept of students with mathematical learning disabilities. A quasi-experimental design with a pre-test and post-test pattern was employed, with a control group, and 30 second-grade elementary school students in Borujerd (a city in Iran) were selected using convenience sampling and randomly assigned to two experimental and control groups. The experimental group underwent training utilizing the network-based 5E instructional model over the course of seven 90-minute sessions, with one session occurring each week. The control group received teacher-centered instruction. The data was collected using Raven’s Progressive Matrices (RPM), the Colorado Learning Difficulties Questionnaire (CLDQ), the Iran Key Math Diagnostic Test (IKMDT), and the School Self-Concept Inventory (SSCI). The results of the multivariate analysis of covariance demonstrated a statistically significant difference between the experimental and control groups in the components of academic self-concept (P < 0.001). Furthermore, the participants in the experimental group exhibited higher scores in all components of academic self-concept. The results of this study demonstrated that the network-based 5E instructional model had a significant effect on the academic self-concept of students with mathematical learning disabilities.
Keywords
5E instructional model
academic self-concept
math learning disorder
network-based instruction

Subjects

References

AbdulRaheem, Y., Bello, M. B., & Odutayo, A. O. (2018). In search of a more effective strategy: using 5E instructional model to teach civic education in senior secondary schools in Ilorin, Nigeria. Journal of International Social Studies, 8(1), 62-85. URL: https://iajiss.org/index.php/iajiss/article/view/322

Abiola, F., & Akomolafe, M. J. (2013). Effects of self-management technique on academic self-concept of under-achievers in secondary schools. Journal of Education and Practice, 4(6), 138–141. URL: https://d1wqtxts1xzle7.cloudfront.net/31087529/Published_Copy_JudeOlorunfemi-l

Açışlı, S., Yalçın, S. A., & Turgut, Ü. (2011). Effects of the 5E learning model on students’ academic achievements in movement and force issues. Procedia-Social and Behavioral Sciences, 15, 2459-2462. https://doi.org/10.1016/j.sbspro.2011.04.128

Ahmad, M. (2011). The effect of using constructivist learning model in the training of scienceon the cognitive achievement and the development of social skills among first preparatory graders. Education Journal, 3(6), 34-55. https://doi.org/10.5539/ies.v9n7p178

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596

Arjmandnia, A. A., Ghasemzadeh, S., Esmaili, F., & Shafiee, E. (2020). Effectiveness of visual-spatial working memory intervention on the performance of emotional working memory of student with mathematics disorders. Shenakht Journal of Psychology and Psychiatry, 7(5), 145-155 (In Persian). http://dx.doi.org/10.52547/shenakht.7.5.145

Arsham, S., Ghadiri, F., & Babak, M. (2017). Comparison of the Effectiveness of Two Intervention Methods of Neurofeedback Training (NFT) and the Movement Program on the Handwriting Performance of 9-11 Years Old Children with Dysgraphia. Journal of Arak University Medical Sciences, 20(9), 1-11 (In Persain). URL: http://amuj.arakmu.ac.ir/~amuj/article-1-5075-en.html

Basharpour, S., Eisazadegan, A., Zahed, A., & Ahmadian, L. (2014). A Comparison of Academic Self-Concept and School Engagement in Students with Learning Disabilities and Typically Developing Students. Studies in Learning & Instruction, 5(2), 47-64 (In Persian). https://doi.org/10.22099/jsli.2014.2015

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado Springs: BSCS. International Journal of Man-Machine Studies, 29, 407-427. URL: https://www.scienceopen.com/document?vid=0dbaef02-4d7c-4a10-a052-04867360b9f8

Chen, Y. H., & Thompson, M. S. (2004). Confirmatory Factor Analysis of a School Self-Concept Inventory. Online Submission.URL:  https://www.researchgate.net/publication/286626313

Colvin, M. K., Reesman, J., & Glen, T. (2022). Reforming learning disorder diagnosis following COVID-19 educational disruption. Nature Reviews Psychology, 1(5), 251-252.  https://doi.org/10.1038/s44159-022-00052-0

Connolly, A. J. (1988). KeyMath revised: A diagnostic inventory of essential mathematics. Circle Pines, MN: American Guidance Service. URL: https://d1wqtxts1xzle7.cloudfront.net/124353186/ED397090-l

Cooper, K. M., Krieg, A., & Brownell, S. E. (2018). Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology. Advances in physiology education, 42(2), 200-208. https://doi.org/10.1152/advan.00085.2017

Eghdami, Z., & Yousefi, F. (2018). Relationship between basic psychological needs and academic engagement with mediating role of self-efficacy. Journal of Educational Psychology Studies, 15(29), 37-72 (In Persian). https://doi.org/10.22111/jeps.2018.3608

Eslami, E., Ghafari, O., Mousazade, T., Hashemi, T., & Fathiazar, E. (2020). Effectiveness instruction centralizer on moderation of learning orientation teachers on self – efficacy teachers and student's academic self - concept of fourth grade. Journal of Educational Psychology Studies, 17(37), 1-26 (In Persian). https://doi.org/10.22111/jeps.2020.5254

Gillies, R. M., & Rafter, M. (2020). Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science. Teaching and Teacher Education, 87, 102951. https://doi.org/10.1016/j.tate.2019.102951

Hajloo, N. and Rezaie Sharif, A. (2011). Psychometric properties of Colorado Learning Difficulties Questionnaire (CLDQ). Journal of Learning Disabilities, 1(1), 24-43 (In Persian). URL: https://jld.uma.ac.ir/article_88.html?lang=en

Jahedi, R., Badri Gargari, R., & Mahmoodi, F. (2019). The Effect of the Bybee Instructional Design Model (E5) on the Critical Thinking of Sixth-Grade Students. Thinking and Children, 9(2), 97-120 (In Persian). URL: https://fabak.ihcs.ac.ir/article_3938.html

Jing, H. (2007). Analysis on the relationship among test anxiety, self-concept and academic competency. US-China Foreign Language, 5(1), 48-51. URL: https://www.davidpublisher.com/Public/uploads/Contribute/56692faeb9666.pdf

Karsli, F., & Ayas, A. (2014). Developing a laboratory activity by using 5E learning model on student learning of factors affecting the reaction rate and improving scientific process skills. Procedia-Social and Behavioral Sciences, 143, 663-668. https://doi.org/10.1016/j.sbspro.2014.07.460

Khosrotash, P., Abolmaali Alhosseini, K., & Hashemian, K. (2017). The comparison of the effect of executive function training and social emotional training on the performance of continuous attention in in students with mathematical learning disability in elementary schools. Psychology of Exceptional Individuals, 7(27), 79-113 (In Persian). https://doi.org/10.22054/jpe.2018.21729.1557

Langener, A. M., Kramer, A. W., van den Bos, W., & Huizenga, H. M. (2022). A shortened version of Raven’s standard progressive matrices for children and adolescents. British Journal of Developmental Psychology, 40(1), 35-45. https://doi.org/10.1111/bjdp.12381

Mahdizadeh, A., Firouz Abadi, P. S., Mohammadi, H., Sharifi Najaf Abadi, A., Mohammadi, F., & Mansoori, N. (2017). The Effectiveness of the Beybee Teaching Method (5E) on Enhancing Students’ Academic Achievement. Quarterly Journal of Education Studies, 3(9), 67-86 (In Persian). URL: https://researchbt.cfu.ac.ir/article_504.html?lang=en

Margolis, A. E., & Milham, M. P. (2023). Integrating psychology, psychiatry, and neuroscience into clinical assessment of specific learning disorder. In Learning Disorders Across the Lifespan: A Mental Health Framework (pp. 271-277). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-21772-2_16

Mohammadesmaeil, E., & Hooman, H. A. (2003). Adaptation and Standardization of the IRAN KEY-MATH Test of Mathematics. Journal of Exceptional Children, 2(4), 323-332 (In Persian). URL: https://dor.isc.ac/dor/20.1001.1.16826612.1381.2.4.1.2

Rastravesh, A., & Mohammadi, I. (2020). The role of ineffective attitudes and academic self-concept in predicting students' test anxiety. Journal of School Psychology, 8(4), 77-91 (In Persian) https://doi.org/10.22098/jsp.2020.866 

Sheibanifar, R., Karimi, I., Hashemi, S., & Hamidipour, R. (2023). Comparison of academic self-concept and academic excitement of students from divorced and united families in the post-corona era. Research in Child and Adolescent Psychotherapy, 1(2), 45-56 (In Persian). https://doi.org/10.22098/rcap.2023.2298

Walia, P. (2012). Effect of 5E instructional model on mathematical creativity of students. Journal of Golden research thoughts, 1(10), 1-4. URL: https://oldgrt.lbp.world/ArticleDetails.aspx?id=1158

Willcutt, E. G., Boada, R., Riddle, M. W., Chhabildas, N., DeFries, J. C., & Pennington, B. F. (2011). Colorado Learning Difficulties Questionnaire: Validation of a parent-report screening measure. Psychological Assessment, 23(3), 778–791. https://doi.org/10.1037/a0023290

Wimmer, S., Lackner, H. K., Papousek, I., & Paechter, M. (2019). Influences of different dimensions of academic self-concept on students’ cardiac recovery after giving a stressful presentation. Psychology Research and Behavior Management, 1031-1040. https://doi.org/10.2147/PRBM.S219784

Yadigaroglu, M., & Demircioglu, G. (2012). The effect of activities based on 5e model on grade 10 students’ understanding of the gas concept. Procedia-Social and Behavioral Sciences, 47, 634-637. https://doi.org/10.1016/j.sbspro.2012.06.709

Yasbolaghi Sharahi, B., Zare, M., & Sarikhani, R. (2016). Effects of the Bybee (5E) teaching method on learning and Retention in the Basic Concepts of Nursing. Journal of Nursing Education, 5(1), 30-37 (In Persian). URL: http://jne.ir/article-1-595-en.html

Zare, M., Sarikhani, R., Mehraban, J., & Salari, M. (2015). Comparison of Bybee and Traditional Teaching Methods on the Creativity and Cognitive Load in Chemistry Course. Innovations and Creativity in Human Sciences, 5(2), 55-76 (In Persian). URL: https://sanad.iau.ir/en/Journal/ichs/Article/930819

Zhang, S., Liu, J., Wang, J., Xia, X., Zhang, L., Liu, L., & Jiang, T. (2019). Developing and validating the learning disabilities screening scale in Chinese elementary schools. International Journal of Educational Research, 96(1), 91-99. https://doi.org/10.1016/j.ijer.2019.06.006

References
AbdulRaheem, Y., Bello, M. B., & Odutayo, A. O. (2018). In search of a more effective strategy: using 5E instructional model to teach civic education in senior secondary schools in Ilorin, Nigeria. Journal of International Social Studies, 8(1), 62-85. URL: https://iajiss.org/index.php/iajiss/article/view/322
Abiola, F., & Akomolafe, M. J. (2013). Effects of self-management technique on academic self-concept of under-achievers in secondary schools. Journal of Education and Practice, 4(6), 138–141. URL: https://d1wqtxts1xzle7.cloudfront.net/31087529/Published_Copy_JudeOlorunfemi-l
Açışlı, S., Yalçın, S. A., & Turgut, Ü. (2011). Effects of the 5E learning model on students’ academic achievements in movement and force issues. Procedia-Social and Behavioral Sciences, 15, 2459-2462. https://doi.org/10.1016/j.sbspro.2011.04.128
Ahmad, M. (2011). The effect of using constructivist learning model in the training of scienceon the cognitive achievement and the development of social skills among first preparatory graders. Education Journal, 3(6), 34-55. https://doi.org/10.5539/ies.v9n7p178
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596
Arjmandnia, A. A., Ghasemzadeh, S., Esmaili, F., & Shafiee, E. (2020). Effectiveness of visual-spatial working memory intervention on the performance of emotional working memory of student with mathematics disorders. Shenakht Journal of Psychology and Psychiatry, 7(5), 145-155 (In Persian). http://dx.doi.org/10.52547/shenakht.7.5.145
Arsham, S., Ghadiri, F., & Babak, M. (2017). Comparison of the Effectiveness of Two Intervention Methods of Neurofeedback Training (NFT) and the Movement Program on the Handwriting Performance of 9-11 Years Old Children with Dysgraphia. Journal of Arak University Medical Sciences, 20(9), 1-11 (In Persain). URL: http://amuj.arakmu.ac.ir/~amuj/article-1-5075-en.html
Basharpour, S., Eisazadegan, A., Zahed, A., & Ahmadian, L. (2014). A Comparison of Academic Self-Concept and School Engagement in Students with Learning Disabilities and Typically Developing Students. Studies in Learning & Instruction, 5(2), 47-64 (In Persian). https://doi.org/10.22099/jsli.2014.2015
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado Springs: BSCS. International Journal of Man-Machine Studies, 29, 407-427. URL: https://www.scienceopen.com/document?vid=0dbaef02-4d7c-4a10-a052-04867360b9f8
Chen, Y. H., & Thompson, M. S. (2004). Confirmatory Factor Analysis of a School Self-Concept Inventory. Online Submission.URL:  https://www.researchgate.net/publication/286626313
Colvin, M. K., Reesman, J., & Glen, T. (2022). Reforming learning disorder diagnosis following COVID-19 educational disruption. Nature Reviews Psychology, 1(5), 251-252.  https://doi.org/10.1038/s44159-022-00052-0
Connolly, A. J. (1988). KeyMath revised: A diagnostic inventory of essential mathematics. Circle Pines, MN: American Guidance Service. URL: https://d1wqtxts1xzle7.cloudfront.net/124353186/ED397090-l
Cooper, K. M., Krieg, A., & Brownell, S. E. (2018). Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology. Advances in physiology education, 42(2), 200-208. https://doi.org/10.1152/advan.00085.2017
Eghdami, Z., & Yousefi, F. (2018). Relationship between basic psychological needs and academic engagement with mediating role of self-efficacy. Journal of Educational Psychology Studies, 15(29), 37-72 (In Persian). https://doi.org/10.22111/jeps.2018.3608
Eslami, E., Ghafari, O., Mousazade, T., Hashemi, T., & Fathiazar, E. (2020). Effectiveness instruction centralizer on moderation of learning orientation teachers on self – efficacy teachers and student's academic self - concept of fourth grade. Journal of Educational Psychology Studies, 17(37), 1-26 (In Persian). https://doi.org/10.22111/jeps.2020.5254
Gillies, R. M., & Rafter, M. (2020). Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science. Teaching and Teacher Education, 87, 102951. https://doi.org/10.1016/j.tate.2019.102951
Hajloo, N. and Rezaie Sharif, A. (2011). Psychometric properties of Colorado Learning Difficulties Questionnaire (CLDQ). Journal of Learning Disabilities, 1(1), 24-43 (In Persian). URL: https://jld.uma.ac.ir/article_88.html?lang=en
Jahedi, R., Badri Gargari, R., & Mahmoodi, F. (2019). The Effect of the Bybee Instructional Design Model (E5) on the Critical Thinking of Sixth-Grade Students. Thinking and Children, 9(2), 97-120 (In Persian). URL: https://fabak.ihcs.ac.ir/article_3938.html
Jing, H. (2007). Analysis on the relationship among test anxiety, self-concept and academic competency. US-China Foreign Language, 5(1), 48-51. URL: https://www.davidpublisher.com/Public/uploads/Contribute/56692faeb9666.pdf
Karsli, F., & Ayas, A. (2014). Developing a laboratory activity by using 5E learning model on student learning of factors affecting the reaction rate and improving scientific process skills. Procedia-Social and Behavioral Sciences, 143, 663-668. https://doi.org/10.1016/j.sbspro.2014.07.460
Khosrotash, P., Abolmaali Alhosseini, K., & Hashemian, K. (2017). The comparison of the effect of executive function training and social emotional training on the performance of continuous attention in in students with mathematical learning disability in elementary schools. Psychology of Exceptional Individuals, 7(27), 79-113 (In Persian). https://doi.org/10.22054/jpe.2018.21729.1557
Langener, A. M., Kramer, A. W., van den Bos, W., & Huizenga, H. M. (2022). A shortened version of Raven’s standard progressive matrices for children and adolescents. British Journal of Developmental Psychology, 40(1), 35-45. https://doi.org/10.1111/bjdp.12381
Mahdizadeh, A., Firouz Abadi, P. S., Mohammadi, H., Sharifi Najaf Abadi, A., Mohammadi, F., & Mansoori, N. (2017). The Effectiveness of the Beybee Teaching Method (5E) on Enhancing Students’ Academic Achievement. Quarterly Journal of Education Studies, 3(9), 67-86 (In Persian). URL: https://researchbt.cfu.ac.ir/article_504.html?lang=en
Margolis, A. E., & Milham, M. P. (2023). Integrating psychology, psychiatry, and neuroscience into clinical assessment of specific learning disorder. In Learning Disorders Across the Lifespan: A Mental Health Framework (pp. 271-277). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-21772-2_16
Mohammadesmaeil, E., & Hooman, H. A. (2003). Adaptation and Standardization of the IRAN KEY-MATH Test of Mathematics. Journal of Exceptional Children, 2(4), 323-332 (In Persian). URL: https://dor.isc.ac/dor/20.1001.1.16826612.1381.2.4.1.2
Rastravesh, A., & Mohammadi, I. (2020). The role of ineffective attitudes and academic self-concept in predicting students' test anxiety. Journal of School Psychology, 8(4), 77-91 (In Persian) https://doi.org/10.22098/jsp.2020.866 
Sheibanifar, R., Karimi, I., Hashemi, S., & Hamidipour, R. (2023). Comparison of academic self-concept and academic excitement of students from divorced and united families in the post-corona era. Research in Child and Adolescent Psychotherapy, 1(2), 45-56 (In Persian). https://doi.org/10.22098/rcap.2023.2298
Walia, P. (2012). Effect of 5E instructional model on mathematical creativity of students. Journal of Golden research thoughts, 1(10), 1-4. URL: https://oldgrt.lbp.world/ArticleDetails.aspx?id=1158
Willcutt, E. G., Boada, R., Riddle, M. W., Chhabildas, N., DeFries, J. C., & Pennington, B. F. (2011). Colorado Learning Difficulties Questionnaire: Validation of a parent-report screening measure. Psychological Assessment, 23(3), 778–791. https://doi.org/10.1037/a0023290
Wimmer, S., Lackner, H. K., Papousek, I., & Paechter, M. (2019). Influences of different dimensions of academic self-concept on students’ cardiac recovery after giving a stressful presentation. Psychology Research and Behavior Management, 1031-1040. https://doi.org/10.2147/PRBM.S219784
Yadigaroglu, M., & Demircioglu, G. (2012). The effect of activities based on 5e model on grade 10 students’ understanding of the gas concept. Procedia-Social and Behavioral Sciences, 47, 634-637. https://doi.org/10.1016/j.sbspro.2012.06.709
Yasbolaghi Sharahi, B., Zare, M., & Sarikhani, R. (2016). Effects of the Bybee (5E) teaching method on learning and Retention in the Basic Concepts of Nursing. Journal of Nursing Education, 5(1), 30-37 (In Persian). URL: http://jne.ir/article-1-595-en.html
Zare, M., Sarikhani, R., Mehraban, J., & Salari, M. (2015). Comparison of Bybee and Traditional Teaching Methods on the Creativity and Cognitive Load in Chemistry Course. Innovations and Creativity in Human Sciences, 5(2), 55-76 (In Persian). URL: https://sanad.iau.ir/en/Journal/ichs/Article/930819
Zhang, S., Liu, J., Wang, J., Xia, X., Zhang, L., Liu, L., & Jiang, T. (2019). Developing and validating the learning disabilities screening scale in Chinese elementary schools. International Journal of Educational Research, 96(1), 91-99. https://doi.org/10.1016/j.ijer.2019.06.006

  • Receive Date 18 August 2024
  • Revise Date 25 August 2024
  • Accept Date 29 August 2024
  • First Publish Date 08 December 2024