Greener Journal of Educational Research

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Nwankwo and Madu

Greener Journal of  Educational Research Vol. 4(4), pp. 119-125July 2014

 ISSN: 2276-7789 © 2014 Greener Journals

Research Paper

Manuscript Number: 032414160

 DOI: http://dx.doi.org/10.15580/GJER.2014.4.032414160

Effect of Analogy Teaching Approach on Students’ Conceptual Change in Physics

 

Nwankwo Madeleine Chinyere*1 and Madu B.C.2

 

 1Department of Science Education, Nnamdi Azikiwe University, Awka.

2Department of Science Education, University of Nigeria, Nsukka.


*Corresponding Author’s Email: maidynwankwo@yahoo.com

Abstract:

The effects of analogy teaching approach on students’ conceptual understanding of the concept of refraction of light in Physics were examined. A 20-item Physics Concept Test (PCT) developed by the researcher was used to collect the relevant data from a sample 111 physics students using pre-test and post-test. The sample was selected from two single sex secondary schools (one male and one female) in Akure Urban of Ondo State of Nigeria. Mean and standard deviation and analysis of covariance (ANCOVA) were employed. The result showed that the use of analogy teaching model has a positive effect on SS 2 Physics students and that female students out-performed their male counterparts irrespective of the teaching method used. The interaction effect of the instructional model and gender was not significant (p < 05). Recommendations include that physics teachers, and all stakeholders in education should endeavor to incorporate analogy instructional model as one of the approaches to be adopted in Nigerian secondary schools since it increases students’ interest and learning in sciences especially in physics.

Keywords: analogy, conceptual change, physics concept test, constructivists learning theory.

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