Improving baseline content knowledge in pre-service Physical Science teachers is critical for enhancing science education quality, particularly in resource-constrained environments. This study investigates the effectiveness of two instructional approaches—traditional lecture-based teaching and the 5E instructional model—on student engagement and baseline content knowledge in an online Chemistry course for first-year BEd Physical Science students. The traditional model follows a teacher-centered, content-delivery approach with limited student interaction, whereas the 5E instructional model emphasizes inquiry-based, student-centered learning through the phases of Engage, Explore, Explain, Elaborate, and Evaluate.

A total of 129 students participated in this study over two consecutive years, with 56 students taught using the traditional method and 73 students exposed to the 5E instructional model. A mixed-methods exploratory design was employed, combining quantitative and qualitative analyses. Students completed content-based assessments, and statistical comparisons were conducted using a t-test to evaluate differences in performance between the two groups. The findings indicate that students who engaged with the 5E model demonstrated significantly higher engagement levels, conceptual understanding, and improved assessment scores compared to those taught using the traditional method. The t-test results confirm that the 5E model led to a statistically significant improvement in student learning outcomes. Additionally, qualitative feedback from students highlighted higher motivation, deeper conceptual grasp, and greater confidence in problem-solving when taught using the 5E approach.

This study underscores the transformative potential of the 5E instructional model in enhancing student-centered learning and fostering a humanized pedagogy in teacher education. The results carry important implications for teacher training programs, advocating for a shift from teacher-centered instruction to active, inquiry-based pedagogies that promote deeper engagement and knowledge retention. Moreover, the study highlights the applicability of the 5E model in resource-constrained environments, where integrating technology—such as virtual labs, digital simulations, and adaptive learning tools—can support knowledge acquisition without reliance on expensive laboratory equipment.

Furthermore, the study calls for policy considerations in science teacher education, emphasizing the need to incorporate active learning strategies into pre-service teacher preparation programs. By embedding structured inquiry models like the 5E approach, teacher educators can cultivate scientifically literate and pedagogically competent graduates who are better equipped to address the learning challenges faced by students in diverse classroom settings.

In conclusion, this research provides empirical evidence supporting the adoption of the 5E instructional model as an effective, scalable teaching strategy that can bridge gaps in baseline content knowledge, foster deep learning, and enhance pre-service teacher preparedness. The findings advocate for a pedagogical shift in science education towards personalized, student-centered approaches that leverage technology and innovative instructional methods to improve teaching and learning outcomes in higher education.

Keywords: 5E Instructional Model, Student-Centered Learning, Teacher Education, Science Pedagogy, Baseline Content Knowledge.