Improving secondary school students’ physics achievement through scaffold simulated analogical reasoning strategy

Aysheshim Mengistu Aragaw; Shimels Assefa Alemu; Desta Gebyehu Seyoum

doi:10.29333/pr/12391

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Aysheshim Mengistu Aragaw ¹ ^* , Shimels Assefa Alemu ¹ , Desta Gebyehu Seyoum ¹

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¹ Department of Science and Mathematics Education, Addis Ababa University, Addis Ababa, ETHIOPIA^* Corresponding Author

Abstract

This study was aimed to investigate the effect of simulated analogical reasoning blended with group discussion method on secondary school students’ physics achievement. A total of 120 grade 10^th students from three different high schools found in Debre Tabor Town, Ethiopia was selected and assigned as three experimental groups randomly to be treated through simulated analogical reasoning blended with group discussion method, concrete analogical reasoning method blended with group discussion method and alone in the learning of contents of electricity and magnetism. A quasi-experimental design was used. Electricity and magnetism performance test was employed to collect data. One-way ANOVA result indicated that students who used simulated analogical reasoning blended with group discussion method achieved a significant larger mean score in their performance test than other groups. To this end, this teaching method is more effective to enhance students’ achievement than other model of analogy-based instructions.

Keywords

achievement
electricity
magnetism
simulated analogical reasoning

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 7, Issue 4, October 2022, Article No: em0136

https://doi.org/10.29333/pr/12391

Publication date: 22 Aug 2022

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Article Downloads: 906

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How to cite this article

APA

Aragaw, A. M., Alemu, S. A., & Seyoum, D. G. (2022). Improving secondary school students’ physics achievement through scaffold simulated analogical reasoning strategy. Pedagogical Research, 7(4), em0136. https://doi.org/10.29333/pr/12391

Vancouver

Aragaw AM, Alemu SA, Seyoum DG. Improving secondary school students’ physics achievement through scaffold simulated analogical reasoning strategy. PEDAGOGICAL RES. 2022;7(4):em0136. https://doi.org/10.29333/pr/12391

AMA

Aragaw AM, Alemu SA, Seyoum DG. Improving secondary school students’ physics achievement through scaffold simulated analogical reasoning strategy. PEDAGOGICAL RES. 2022;7(4), em0136. https://doi.org/10.29333/pr/12391

Chicago

Aragaw, Aysheshim Mengistu, Shimels Assefa Alemu, and Desta Gebyehu Seyoum. "Improving secondary school students’ physics achievement through scaffold simulated analogical reasoning strategy". Pedagogical Research 2022 7 no. 4 (2022): em0136. https://doi.org/10.29333/pr/12391

Harvard

Aragaw, A. M., Alemu, S. A., and Seyoum, D. G. (2022). Improving secondary school students’ physics achievement through scaffold simulated analogical reasoning strategy. Pedagogical Research, 7(4), em0136. https://doi.org/10.29333/pr/12391

MLA

Aragaw, Aysheshim Mengistu et al. "Improving secondary school students’ physics achievement through scaffold simulated analogical reasoning strategy". Pedagogical Research, vol. 7, no. 4, 2022, em0136. https://doi.org/10.29333/pr/12391