This study investigated the effectiveness of using analogy for tenth-grade students' achievement in chemistry. A random sample consisted of 478 students selected among the total 5,320 10th grade intact classes (eight classes consisted of only male and the other eight of only female classes). Lesson plans were redesigned to integrate analogy to teach seven chemistry concepts. The research design was pre- and post-test quasi experimental. An achievement test was developed with 28 items to collect data. Results indicated that the experimental group scored significantly higher than their counterparts in the control group in the chemistry achievement test.
|Number of pages||14|
|Journal||International Journal of Learning|
|Publication status||Published - 2011|
- Teaching Method
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