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This quasi-experimental study explored the effectiveness of the 5E Learning Cycle instructional model in enhancing Form Three students’ conceptual understanding and engagement in the topic of respiration in secondary school biology. Conducted in four public secondary schools in Morogoro Municipality, Tanzania, the study involved 208 students, divided into an experimental (n = 101) and a control (n = 107) group. The experimental group was taught using the 5E model (Engage, Explore, Explain, Elaborate, Evaluate), while the control group received traditional lecture-based instruction. Data were collected using the Respiration Concept Test (RCT), a Student Engagement Checklist, and a Student Perception Questionnaire. Results revealed that the experimental group achieved significantly greater conceptual gains (mean gain = 6.6, p < 0.001) than the control group (mean gain = 2.2, p < 0.001). Observations indicated higher levels of engagement among experimental group students, particularly in questioning, collaboration, and participation in practical activities. Additionally, students in this group reported more positive perceptions of the learning experience, including increased motivation, enjoyment, and confidence in learning biology. The findings underscore the pedagogical value of the 5E model in supporting deeper learning and student engagement. The study recommends its broader adoption and integration into teacher training programs to strengthen science education in Tanzanian secondary schools.
Jamal Jumanne Athuman (2026) studied this question.