Effect of Analogy Based Teaching on Students' Chemistry Learning at Secondary School Level

This study was conducted to investigate the effect of analogy-based teaching on students ‘chemistry learning at secondary school level. The type of research was quantitative by following positivist paradigm. The study was carried out with two groups of grade IX students. The study was based on true experimental pretest posttest control group design. Two equal groups having 40 participants in each group were selected through random sampling. Intervention was comprised of analogy-based teaching of selected content of chemistry book of grade 9th published by Punjab Curriculum and Text Book Board, Lahore. During 12week period of intervention, each group was received an equal amount of teaching. Control group was taught through conventional teaching method and experimental group was taught through analogy-based teaching. The study was experimental in nature. Pretest posttest were administered for data collection. Chemistry Learning Achievement Test (CLAT) was developed by the researcher and applied to measure the difference of scores between control group and experimental group. Data was analyzed through SPSS. The difference between the scores of pretests and posttest was apparent from the results of ANCOVA. It was evident from achievement scores of pretests, that there was no significant difference between control group and experimental group. On the other hand, post-test result was significant between two groups that showed the positive effect of analogy- based teaching on experimental group. Results of posttest were described that analogy- based teaching also supported to improve student’s analyzing, applying, synthesizing and evaluating skills regarding difficult topics of chemistry. Due to shortage of time and first term examination of the students the study was limited to subject of chemistry only. The results of the study revealed the effectiveness of analogy - based teaching so it was suggested to science teachers to include analogies in their daily lesson plans to make teaching learning process more effective and meaningful.