ISTEM and 5E Learning Module for Geometric Thinking

Abstract

The 5E Learning Cycle model, integrating STEM education and metacognitive strategies, fosters active learning, critical thinking, and problem-solving in geometry through hands-on activities and collaborative learning. Its incorporation of technology and higher-order thinking skills enhances students' spatial reasoning, academic performance, and ability to plan, monitor, and evaluate problem-solving strategies effectively. This study explores the effectiveness of integrating the iSTEM-5E Learning Cycle with the Van Hiele model to enhance geometric thinking among fifth-year students. The research aims to assess students' levels of geometric understanding in visual, analytical, and abstract reasoning and examine the impact of instructional interventions. A needs analysis conducted on 400 students revealed that while 49.8% demonstrated high-level visual perception, a majority struggled with analytical (54.5% at a low level) and abstract (58.3% at a low level) reasoning. Hypothesis testing using ANOVA indicated a significant difference in pre-test scores among three groups: the control group, the treatment group using the Van Hiele method, and the treatment group using the iSTEM-5E-Van Hiele-based module (F(2, 87) = 15.032, p < 0.05). These findings highlight the need for structured, inquiry-based instructional methods to improve students’ transition from visual recognition to higher-order geometric reasoning. The study concludes that the iSTEM-5E-Van Hiele-based module is an effective pedagogical approach to fostering deeper geometric understanding and recommends its integration into mathematics education.