Electric circuit is a difficult and abstract topic, and students at all levels of grades struggle to master this basic concept. At the same time conventional teaching approaches employed by teachers in physics classrooms that focus on simple electric circuits often result in futile outcomes. The purpose of this research was to determine if the 5E model learning cycle approach would help primary students address specific misconceptions in simple electric circuits more effectively than using traditional teaching strategies. In this thesis, quasi-experimental design involving control and experimental group was used. A total of eighty 8 th grade students from two different classes from Atse Sertse Dingle Primary School in Bahir Dar City in the Amhara Regional State participated in this study. The experimental and control groups consisted of 42 and 38 students respectively. For the experimental group lessons on simple electric circuits were taught using the 5E model learning cycle approach. However, for the control group lessons on simple electric circuits were taught using conventional teaching strategy. Made of 12 multiple-choice conceptual survey questions on simple electric circuits was administered prior to the treatment to both groups. A questionnaire of six items was also given to students to determine their experience and interests about learning electricity concepts. The pre-test was followed by the treatment for duration of three weeks. After the lessons for three weeks, post-test survey with the same instrument was administered to both groups. In order to measure and identify the effect of the 5E model teaching approach in reducing students’ misconceptions about simple electric circuits, independent and paired samples t-test analysis was conducted. The finding of statistical analysis indicated that the 5E model teaching approach significantly reduced students’ misconceptions about simple electric circuits. Further independent samples t-test analysis and questionnaire responses indicated that, no significant differences were found between the two group’s CUT pre-test scores. The CUT post-test had significant difference in favour of the experimental group. Whereas the control group’s mean posttest were not statistically significant. When CUT post-test scores of the experimental and control groups were compared, there was significant difference in favour of the experimental group. Findings of the study revealed that the students' attitude had very weak and inverse correlation with their conceptions about electric circuit concepts.