Nwankwo and Madu
Greener Journal of Educational Research Vol. 4(4), pp. 119-125, July 2014
ISSN: 2276-7789 © 2014 Greener Journals
Manuscript Number: 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: email@example.com
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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