Comparing the Effect of 5 E and Problem Solving Teaching Methods on the Students' Educational Progress in the Experimental Sciences Course

This study reviews the effect of two teaching methods including the problem solving and E 5 on the fifth grade elementary school students' educational progress in the experimental sciences course in Dezful city during the years 89-90. This is an applied research and its method is quasi-experimental. The research has pretest posttest plan with the experimental group 1 and 2. The Statistic Population of this study consists of all fifth-grade elementary school girls who were studying during the years 89-90 at elementary schools of Dezful city. From the primary schools, first a school was randomly selected in the two-stage cluster random method of sampling. The independent T-test was used in order to analyze data and determine the differences in educational progress of two groups significantly. Results indicated that there were significant differences between the average of educational progress in students who were educating by the E 5 and problem solving methods. In the other words, the students who were trained by the E 5 method had higher educational progress compared to whom were trained by the problem solving method. In addition, there had been significant differences between the average of educational progress in strong and weak students' who were trained by the E 5 method and strong and weak students' who were trained by the problem-solving method. But there had not been any significant differences between the average of educational progress in intermediate students who were trained by the E 5 method and intermediate students who were trained by the problem-solving method.