A Mixed-Methods Investigation of the Effect of the Guided Inquiry Model with 5E on Secondary Students’ Attitudes toward Biology in Mattu, Ethiopia

Students’ attitudes toward science play a crucial role in fostering engagement, deeper learning, and future career development. This study examined the effects of Guided Inquiry-Based Learning (GIBL) with the 5E model on Grade 10 students’ attitudes toward biology in Mattu, Ethiopia. A quasi-experimental pretest–posttest design with nonequivalent groups was used, supplemented by semi-structured interviews. The study involved 105 students (52 in the experimental group and 53 in the control group) and focused on enthusiasm, curiosity, self-efficacy, and career motivation. Results indicated significant improvements in the experimental group for enthusiasm (t(51) = 9.72, p < .001, η² = 0.65), curiosity (t(51) = 7.84, p < .001, η² = 0.55), and self-efficacy (t(51) = 6.90, p < .001, η² = 0.48), while career motivation remained unchanged (t(51) = 0.14, p = 0.890, η² = 0.00). Factorial ANOVA revealed significant main effects of Group on enthusiasm (F(1,103) = 142.3, p < .001, η² = 0.58), curiosity (F(1,103) = 98.7, p < .001, η² = 0.49), and self-efficacy (F(1,103) = 76.2, p < .001, η² = 0.41), with no significant effects of Gender or Group × Gender interactions. Qualitative findings reinforced these results, with students reporting that hands-on, investigative tasks enhanced engagement, curiosity, and confidence, though career aspirations were minimally affected. These outcomes suggest that GIBL with the 5E model fosters positive, gender-equitable attitudes and promotes active learning. The findings underscore the importance of inquiry-based instruction in enhancing student engagement and confidence, and suggest that complementary strategies, such as mentorship and hands-on scientific experiences, are needed to foster students’ sustained interest and career development in science.