Author
Ryan I. Dangcolis
Balibago Integrated High School
Division of Santa Rosa City, Laguna, Philippines
Email: ryan.dangcolis@deped.gov.ph
Abstract
This study examined the extent of utilization of the 5E Instructional Model and its influence on students’ engagement in English, particularly focusing on reading motivation and attitudes. Using descriptive-correlational design, the study measured the implementation of the 5E phases—Engage, Explore, Explain, Elaborate, and Evaluate—and found consistently high to very high utilization across indicators. Collaborative exploration, concept explanation, critical questioning, and application of concepts in varied contexts were identified as the most strongly implemented practices. The results affirm that teachers make extensive use of inquiry, problem-solving activities, alternative explanations, and performance-based assessments, all of which are central to constructivist pedagogy. These findings align with existing literature emphasizing the role of the 5E Model in promoting student-centered learning, deepened conceptual understanding, and real-world application. Regression and correlation analyses further revealed that the use of the 5E Instructional Model significantly predicts and positively influences students’ engagement in English (p < .001), with a regression coefficient of β = 0.647. This suggests that increased implementation of the model leads to higher learner engagement, motivation, and active participation. Students demonstrated greater enjoyment of lessons, improved attendance, heightened creativity, and stronger involvement in academic tasks. These results reinforce the effectiveness of the 5E Model as an inquiry-based approach that supports autonomy, critical thinking, and collaboration—factors that contribute to improved reading motivation and more positive attitudes toward English learning. The study highlights the importance of sustaining and enhancing 5E-based instruction to foster deeper engagement and meaningful learning experiences in language education.
Keywords: 5E Instructional Model, reading motivation, English language, motivation, attitude
DOI: http://doi.org/10.69651/PIJHSS0404561
Recommended citation:
Dangcolis, R. I. (2025). Influence of 5E Instructional Model on Students’ language reading motivation and attitudes. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6094-6102. http://doi.org/10.69651/PIJHSS0404561
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