Enhancing Comprehension and Motivation in Blind and Visually Impaired Students through 5E Model Activities on the Periodic Table

This study investigates the effects of the 5E learning model activities on participating blind and visually impaired (BVI) students’ comprehension of the periodic table and their motivation toward science courses. A one-group pretest–post-test experimental design was used. The participants were 11 eighth-grade students (seven blind and four with low vision) enrolled in two specialized middle schools. Data collection involved the Periodic Table True–False Test, the Motivated Strategies for Learning Questionnaire, and a semistructured interview. The findings indicate that the 5E learning model activities, designed with accessible supports appropriate to students’ visual functioning, were associated with a statistically significant increase in students’ comprehension of the periodic table and their intrinsic motivation. Semistructured interviews revealed that students were able to answer open-ended questions related to the periodic table and generally held positive views regarding the tailored activities. The study concludes that specialized activities and instructional materials effectively support these students’ learning, highlighting the importance of individualized and accessible instructional design in chemistry education.