Abstract:

This research was aimed to investigate the effectiveness of the based 5E learning cycle model (LCM) and Gardner's multiple intelligence theory instructions (MIT) on students’ achievement, retention level on the unit of chemical properties concepts, their attitude towards chemistry, and constructs of motivation to learn chemistry when compared with traditional instruction method (TIM). A total number of 151 ninth graders (69 male and 82 female) participated in the study. The research design was non-equivalent control group design as a type of quasi-experimental design. The chemical properties achievement test, attitude scale toward chemistry, and chemistry motivation questionnaire were applied to all groups before and after the application process. The descriptive and inferential statistics analysis was conducted to analyze the data of this investigation. The findings of the study depicted that the 5E LCM and MIT were positively effective than TIM regarding students’ achievement and retention level on unit of chemical properties concepts and their attitude toward chemistry and some constructs of motivation to learn chemistry. However, there were no differences between groups about mean of students’ self-efficacy and anxiety. Results and implications of the study were discussed.

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