Improving Teaching Quality in Science Education using Kolb's Learning Model and 5E Learning Model

The study investigated if Kolb’s and 5E learning models could improve teachers’ teaching quality in science education subjects such as biology, chemistry and physics. A sample of 298 students from 9 purposively selected secondary schools out of a population of 4,421 Senior Secondary II students from Makurdi Local Government Area of Benue State, Nigeria was used for the study. The study adopted quasi experimental research design of pretest, posttest and non-equivalent type. The instrument used for data collection was Science Education Teaching Quality Inventory (SETQI) with reliability value of 0.83 using Cronbach Alpha. Three research questions and three null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean teaching quality scores of biology teachers as assessed by students taught biology using Kolb’s learning model (KLM), 5E learning model (5ELM) and discussion method (DM) [F 2, 98 =431.009, P<0.05]. It was found that there was significant difference in the mean teaching quality scores of chemistry teachers as assessed by students taught chemistry using KLM, 5ELM and DM [F 2, 97 =247.001, P<0.05]. It was revealed that there was significant difference in the mean teaching quality scores of physics teachers as assessed by students taught physics using KLM, 5ELM and DM [F 2, 100 =323.001, P<0.05]. It was recommended among others that serving science teachers should employ the use of Kolb’s and 5E learning models in other to enhance the quality of their teaching and invariably enhance students’ learning quality in Science Education.