Development of concepts on hormones using 5E inquiry–based learning integrated with concept mapping for senior secondary students
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Abstract
This research aimed at comparing learner’s conceptual understanding of hormones of senior secondary students, examining their individual learning progression, and evaluating their satisfaction with a 5E inquiry–based learning approach integrated with concept mapping on the topic of “Hormones” in Biology. The study group consisted of 40 Grade–12 students (Science–Mathematics program) from the first semester of the 2025 academic year, selected through purposive sampling. Research instruments included four lesson plans and a conceptual understanding test on hormones. The descriptive statistics for data were analysed using frequency, mean, percentage, standard deviation, and a t–test for dependent samples. The findings revealed that the post–test mean score for academic achievement was significantly higher than the pre–test score at the .05 level (t.05, 39 = 19.166, p < .05). Regarding individual learning progression, 95% of students demonstrated a moderate level of progress or higher, while 5% were at a low level. Furthermore, students' overall satisfaction with the learning management was at the highest level (4.82±0.43), covering all aspects: content, instructional delivery, learning media, as well as measurement and evaluation.
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