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


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 10th 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.


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

Publication date: 22 Aug 2022

Article Views: 386

Article Downloads: 425

Open Access References How to cite this article