Authors :
Asma Saleem; Dr. Rafaqat Ali Akbar
Volume/Issue :
Volume 8 - 2023, Issue 1 - January
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3YAorG2
DOI :
https://doi.org/10.5281/zenodo.7632955
Abstract :
This study was conducted to investigate the
effect of analogy-based teaching on students ‘chemistry
learning at secondary school level. The type of research
was quantitative by following positivist paradigm. The
study was carried out with two groups of grade IX
students. The study was based on true experimental
pretest posttest control group design. Two equal groups
having 40 participants in each group were selected
through random sampling. Intervention was comprised
of analogy-based teaching of selected content of
chemistry book of grade 9th published by Punjab
Curriculum and Text Book Board, Lahore. During
12week period of intervention, each group was received
an equal amount of teaching. Control group was taught
through conventional teaching method and experimental
group was taught through analogy-based teaching. The
study was experimental in nature. Pretest posttest were
administered for data collection. Chemistry Learning
Achievement Test (CLAT) was developed by the
researcher and applied to measure the difference of
scores between control group and experimental group.
Data was analyzed through SPSS. The difference
between the scores of pretests and posttest was apparent
from the results of ANCOVA. It was evident from
achievement scores of pretests, that there was no
significant difference between control group and
experimental group. On the other hand, post-test result
was significant between two groups that showed the
positive effect of analogy- based teaching on
experimental group. Results of posttest were described
that analogy- based teaching also supported to improve
student’s analyzing, applying, synthesizing and
evaluating skills regarding difficult topics of chemistry.
Due to shortage of time and first term examination of the
students the study was limited to subject of chemistry
only. The results of the study revealed the effectiveness
of analogy - based teaching so it was suggested to science
teachers to include analogies in their daily lesson plans to
make teaching learning process more effective and
meaningful.
Keywords :
Analogy, Teaching, Analogy Based Teaching, Chemistry, Secondary School Level
This study was conducted to investigate the
effect of analogy-based teaching on students ‘chemistry
learning at secondary school level. The type of research
was quantitative by following positivist paradigm. The
study was carried out with two groups of grade IX
students. The study was based on true experimental
pretest posttest control group design. Two equal groups
having 40 participants in each group were selected
through random sampling. Intervention was comprised
of analogy-based teaching of selected content of
chemistry book of grade 9th published by Punjab
Curriculum and Text Book Board, Lahore. During
12week period of intervention, each group was received
an equal amount of teaching. Control group was taught
through conventional teaching method and experimental
group was taught through analogy-based teaching. The
study was experimental in nature. Pretest posttest were
administered for data collection. Chemistry Learning
Achievement Test (CLAT) was developed by the
researcher and applied to measure the difference of
scores between control group and experimental group.
Data was analyzed through SPSS. The difference
between the scores of pretests and posttest was apparent
from the results of ANCOVA. It was evident from
achievement scores of pretests, that there was no
significant difference between control group and
experimental group. On the other hand, post-test result
was significant between two groups that showed the
positive effect of analogy- based teaching on
experimental group. Results of posttest were described
that analogy- based teaching also supported to improve
student’s analyzing, applying, synthesizing and
evaluating skills regarding difficult topics of chemistry.
Due to shortage of time and first term examination of the
students the study was limited to subject of chemistry
only. The results of the study revealed the effectiveness
of analogy - based teaching so it was suggested to science
teachers to include analogies in their daily lesson plans to
make teaching learning process more effective and
meaningful.
Keywords :
Analogy, Teaching, Analogy Based Teaching, Chemistry, Secondary School Level
