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

Full Text (PDF)

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

More Detail

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

License

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, 2022, Volume 7, Issue 4, Article No: em0136

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

Publication date: 22 Aug 2022

Article Views: 715

Article Downloads: 687

Open Access References How to cite this article

References

Agbele, A. T., Oyelade, E. A., & Oluwatuyi, V. S. (2020). Assessment of students’ performance in physics using two teaching techniques. International Journal of Research and Scientific Innovation, 7, 55-59. https://doi.org/10.51244/IJRSI.2020.7702
Alonzo, A. C., & Gotwals, A. W. (2012). Learning progressions in science: Current challenges and future directions. Sense Publishers. https://doi.org/10.1007/978-94-6091-824-7
Awayehu, M. (2017). Secondary school teacher education in Ethiopia: Practices and challenges. Ethiopian Journal of Education and Sciences, 13(1), 103-118.
Bao, L., & Koenig, K. (2019). Physics education research for 21^st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1-12. https://doi.org/10.1186/s43031-019-0007-8
Beyessa, F. (2014). Major factors that affect grade 10 students’ academic achievement in science education at Ilu Ababora General Secondary of Oromia Regional State, Ethiopia. International Letters of Social and Humanistic Sciences, 21, 118-134. https://doi.org/10.18052/www.scipress.com/ILSHS.32.118
Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making schools work: New evidence on accountability reforms. World Bank Publications. https://doi.org/10.1596/978-0-8213-8679-8
Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049-1065. https://doi.org/10.1002/sce.20462
Burkholder, E., Blackmon, L., & Wieman, C. (2020). What factors impact student performance in introductory physics? PloS ONE, 15(12), e0244146. https://doi.org/10.1371/journal.pone.0244146
Cinyere, N., & Madu, B. (2014). Effect of analogy teaching approach on students’ conceptual change in physics. Greener Journal of Educational Research, 4(4), 119-125. https://doi.org/10.15580/GJER.2014.4.032414160
Cruz-Hastenreiter, R. (2015). Analogies in high school classes on quantum physics. Procedia-Social and Behavioral Sciences, 167, 38-43. https://doi.org/10.1016/j.sbspro.2014.12.639
De Rijdt, C., Stes, A., Van Der Vleuten, C., & Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review. Educational Research Review, 8, 48-74. https://doi.org/10.1016/j.edurev.2012.05.007
Dega, B. G., Kriek, J., & Mogese, T. F. (2013). Students’ conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching, 50(6), 677-698. https://doi.org/10.1002/tea.21096
Didis, N. (2015). The analysis of analogy use in the teaching of introductory quantum theory. Chemistry Education Research and Practice, 16(2), 355-376. https://doi.org/10.1039/C5RP00011D
Ding, L., Chabay, R., Sherwood, B., & Beichner, R. (2006). Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment. Physical Review Special Topics-Physics Education Research, 2(1), 010105. https://doi.org/10.1103/PhysRevSTPER.2.010105
ESDP, I. (2002). Education sector development program IV (2010/2011–2014/2015). Federal Ministry of Education. https://planipolis.iiep.unesco.org/upload/Ethiopia/Ethiopia_ESDP_IV.pdf
Eshetu, A. A. (2014). Indiscipline problems of high school students: The case of Ethio-Japan hidasse secondary school (Addis Ababa, Ethiopia). Journal of Education and Practice, 5(37), 23-28.
George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge. https://doi.org/10.4324/9780429056765
Getie, E. M., & Jember, Y. B. (2022). Potential assessment and performance evaluation of a floating solar photovoltaic on the great Ethiopian renaissance dam. International Journal of Photoenergy, 2022, 6964984. https://doi.org/10.1155/2022/6964984
Gilbert, J. K., & Justi, R. (2016). Analogies in modelling-based teaching and learning modelling-based teaching in science education. Springer. https://doi.org/10.1007/978-3-319-29039-3
Glauert, E. B. (2009). How young children understand electric circuits: Prediction, explanation and exploration. International Journal of Science Education, 31(8), 1025-1047. https://doi.org/10.1080/09500690802101950
Gokhan, U., Dilber, R., Senpolat, Y., & Duzgun, B. (2012). The effects of analogy on students’ understanding of direct current circuits and attitudes towards physics lessons. European Journal of Educational Research, 1(3), 211-223. https://doi.org/10.12973/eu-jer.1.3.211
Goshu, B. S., & Woldeamanuel, M. M. (2019a). Education quality challenges in Ethiopian secondary schools. Journal of Education, Society and Behavioural Science, 31(2), 1-15. https://doi.org/10.9734/jesbs/2019/v31i230147
Gunta, S., & Ousman, K. (2015). Problems in the teaching and learning of physics in the secondary and preparatory schools, the cases of Wolaita and Dwuro zones [Paper presentation]. The Research Review Workshop.
Hamelo, S. (2016). Interest of grade ten students toward physics among other science subjects, case of Wolaita Soddo Town Governmental secondary schools, Ethiopia. Journal of Education and Practice, 7(25), 83-86.
Hamid, R., Widodo, A., & Sopandi, W. (2017). Students’ conceptual change in electricity. Advances in Social Science, Education and Humanities Research, 57, 48-52. https://doi.org/10.2991/icmsed-16.2017.11
Higueras-Herbada, A., de Paz, C., Jacobs, D. M., Travieso, D., & Ibáñez-Gijón, J. (2019). The direct learning theory: A naturalistic approach to learning for the post-cognitivist era. Adaptive Behavior, 27(6), 389-403. https://doi.org/10.1177/1059712319847136
Hussain, A., Azeem, M., & Shakoor, A. (2011). Physics teaching methods: Scientific inquiry vs traditional lecture. International Journal of Humanities and Social Science, 1(19), 269-276.
Jibril, M. (2021). Problem solving performance in physics among secondary school students in Dire Dawa Ethiopia. ScienceOpen Preprints. https://doi.org/10.14293/S2199-1006.1.SOR-.PPHR66U.v1
Joshi, R., & Verspoor, A. (2012). Secondary education in Ethiopia: Supporting growth and transformation. World Bank Publications. https://doi.org/10.1596/978-0-8213-9727-5
Kaptan, K., & Timurlenk, O. (2012). Challenges for science education. Procedia-Social and Behavioral Sciences, 51, 763-771. https://doi.org/10.1016/j.sbspro.2012.08.237
Kapur, D., Lewis, J. P., & Webb, R. C. (2011). The World Bank: Its first half century. Brookings Institution Press.
Korhasan, N. D., & Hidir, M. (2019). How should textbook analogies be used in teaching physics? Physical Review Physics Education Research, 15(1), 010109. https://doi.org/10.1103/PhysRevPhysEducRes.15.010109
Kunkle, W. M., & Allen, R. B. (2016). The impact of different teaching approaches and languages on student learning of introductory programming concepts. ACM Transactions on Computing Education, 16(1), 1-26. https://doi.org/10.1145/2785807
Lappi, O. (2013). Qualitative quantitative and experimental concept possession, criteria for identifying conceptual change in science education. Science & Education, 22(6), 1347-1359. https://doi.org/10.1007/s11191-012-9459-3
Li, J. (2012). Improving students’ understanding of electricity and magnetism [PhD thesis, University of Pittsburgh].
Li, J., & Singh, C. (2016). Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism. European Journal of Physics, 38(2), 025702. https://doi.org/10.1088/1361-6404/38/2/025702
Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & Van Heuvelen, A. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69(S1), S12-S23. https://doi.org/10.1119/1.1371296
Mbonyiryivuze, A., Yadav, L. L., & Amadalo, M. M. (2019). Students’ conceptual understanding of electricity and magnetism and its implications: A review. African Journal of Educational Studies in Mathematics and Sciences, 15(2), 55-67. https://doi.org/10.4314/ajesms.v15i2.5
MoE. (2009). Grade 10 physics syllabus for grade 9 and 10. Etiopia Ministry of Education.
MoE. (2017). Asessment of planning and programming of GEQIP implimentations by implimenting entities. Etiopia Ministry of Education.
Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 assessment frameworks. ERIC.
Negassa, O. (2014). Ethiopian students’ achievement challenges in science education: Implications to policy formulation. African Journal of Chemical Education, 4(1), 2-18.
NLA. (2013). Report on Ethiopian grade10 and 12 national examination result assessment. http://www.neaeagovet.com/national-exam/
NRC. (2013). Adapting to a changing world: Challenges and opportunities in undergraduate physics education. National Academies Press.
OECD. (2014). Results: What students know and can do student performance in mathematics, reading and science. OECD Publishing.
Okoronka, U. A., & Wada, B. Z. (2014). Effects of analogy instructional strategy, cognitive style and gender on senior secondary school students’ achievement in some physics concepts in Mubi Metropolis, Nigeria. American Journal of Educational Research, 2(9), 788-792. https://doi.org/10.12691/education-2-9-13
Planinic, M. (2006). Assessment of difficulties of some conceptual areas from electricity and magnetism using the conceptual survey of electricity and magnetism. American Journal of Physics, 74(12), 1143-1148. https://doi.org/10.1119/1.2366733
Richland, L. E., & Begolli, K. N. (2016). Analogy and higher order thinking: Learning mathematics as an example. Policy Insights from the Behavioral and Brain Sciences, 3(2), 160-168. https://doi.org/10.1177/2372732216629795
Rosali, L. J. D. (2020). Effect of computer-assisted instruction (CAI) on the academic achievement in secondary physics. Open Access Library Journal, 7(05), 1. https://doi.org/10.4236/oalib.1106319
Sbhatu, D. B. (2021). Challenges of 20^th century Ethiopian science education. Heliyon, 7(6), e07157. https://doi.org/10.1016/j.heliyon.2021.e07157
Selcuk, G. S., Sahin, M., & Acikgoz, K. U. (2011). The effects of learning strategy instruction on achievement, attitude, and achievement motivation in a physics course. Research in Science Education, 41(1), 39-62. https://doi.org/10.1007/s11165-009-9145-x
Suleman, Q., Hussain, I., Din, M. N. U., & Iqbal, K. (2017). Effects of computer-assisted instruction (CAI) on students’ academic achievement in physics at secondary level. Computer Engineering and Intelligent Systems, 8(7), 9-17.
Sulisworo, D., & Suryani, F. (2014). The effect of cooperative learning, motivation and information technology literacy to achievement. International Journal of Learning & Development, 4(2), 58-64. https://doi.org/10.5296/ijld.v4i2.4908
TGE. (1994). Education and training policy. St. George Printing Press.
Ugur, G., Dilber, R., Senpolat, Y., & Duzgun, B. (2012). The effects of analogy on students’ understanding of direct current circuits and attitudes towards physics lessons. European Journal of Educational Research, 1(3), 211-223. https://doi.org/10.12973/eu-jer.1.3.211
Wang, L., Zhang, J., Jiang, B., & Zhao, H. (2016). Application of analogy method in the electromagnetism teaching in college physics [Paper presentation]. The 2016 6^th International Conference on Mechatronics, Computer and Education Informationization. https://doi.org/10.2991/mcei-16.2016.221
You, K. Y. (2019). Analogy and historical approaches to undergraduate electromagnetic education. Journal of Engineering Education Transformations, 32(3), 40-47.

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