Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
Research in concept learning in science reveals that analogy is an effective instructional strategy within a constructivist paradigm. Efficacy of analogy teaching has been established in conceptualization of abstract concepts, addressing misconceptions and motivating learners. However, there is paucity of literature on the effect of analogy teaching on students� self-concept of science concepts. This study investigated the effect of using a traditional dance analogy on students� self-concept of physical heat concepts. Using the Solomon Four Non-equivalent Control Group Design, data were collected from Form I (Grade 9) students in four secondary schools in Nyandarua County, Kenya. The schools were assigned to the four groups of the study design. The instrument was a Heat Concepts Test (HCT) in two equivalent forms, one used for pretest and the other for posttest. The two forms of HCT were systematically assessed for validity and reliability by involving experts in science education and through pilot study. Hypothesis was tested using student�s t-test and Analysis of variance (ANOVA) at an alpha level of .05. Results showed that students taught using the analogy had significantly higher self-concept of physical heat concepts compared to those taught using usual conventional methods. Based on the finding, the study concludes that analogy is an effective teaching strategy which teachers should be encouraged to use as a way of boosting learners� self-concept of physics concepts.

Keywords: analogy, constructivism, physical heat concepts, self-concept, traditional dance

Download full paper