THE EFFECT OF THE 5E INSTRUCTIONAL MODEL ON THE LEARNING MOTIVATION OF CHINESE HIGHER VOCATIONAL EDUCATION STUDENTS
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This study aims to develop a 5E instructional model and explore its impact on the learning motivation of Chinese higher vocational students. The sample consisted of 80 freshmen majoring in New Energy Vehicle Technology at Yibin Vocational and Technical College, who obtained lower scores of learning motivation. Participants were selected through purposive sampling and randomly assigned divided into an experimental group and a control group, with 40 students in each group. The experimental group received 5E instructional model, while the control group did not.A quasi experimental pretest posttest control group design was adopted for quantitative data analysis.
The research instruments included: (1) A 5E instructional model program for enhancing learning motivation, consisting of 14 thematic activities each following the five stages of Engage, Explore, Explain, Elaborate, and Evaluate, revised by three educational experts. (2) A learning motivation scale adapted from the Motivated Strategies for Learning Questionnaire (MSLQ), which included six dimensions: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, learning self efficacy, and test anxiety, with a total of 36 items.Data were analyzed paired samples t tests,and independent samplest tests.The experimental results showed that the learning motivation of students in the experimental group was significantly higher than both their pre intervention levels and the control group across all six dimensions (p<0.001), while the total learning motivation score of the control group decreased.
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