EFFECT OF ANALOGY INSTRUCTIONAL STRATEGY ON THE RETENTION AND PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY
CHAPTER ONE
INTRODUCTION
Background to the study
The use of analogy instructional strategy in teaching has been found to have a significant impact on the retention and performance of secondary school students in science subjects, including chemistry. The need to improve students’ performance through effective teaching and learning strategies at various levels of education is one of the major concerns of educationist
today. According to Akar, M.S. (2017) research in education aims at developing better ways of teaching so as to help the students learn and perform well in school. In an attempt to address the problem of students’ difficulties in understanding science and technology, Deborah, A. (2014). suggested analogy as one of the instructional strategies that could be used for the teaching of abstract or difficult concepts in science and technology. This is because analogy instructional strategy which is based on Novak’s theory of human constructivism sees production of new knowledge as a human construct. Thus analogy plays a critical role in a constructivist framework for learning science. In such framework, students develop by learning progressively more sophisticated mental models of science concepts. Often, these concepts represent complex, hard to visualize systems with interacting parts
Finding similarities between objects, movements or situations is one of the most common rational processes of human cognition. Indeed, it is closely scrambled with human thought and knowledge. Much of our brain does involve finding monotonies and continuity in the world the ability of finding things similar is part and parcel of everyday thinking to the extent it overshadows the constant changes in our environment. In fact, analogical perception is so dominant to our conceptual system that it has been called the "core of human cognition" (Hofstadter, 2021).
Today, we are facing the challenge from an educational paradigm shift in public education particularly in the fields of science and technology. (Faize & Dahar, 2011). Educational reform must start with how student learn and how teachers teach, not with what students learn and
what teachers teach. Developing of conceptual understanding, is a core element in the process of teaching and learning reinforced by constructivist teaching (Kim, 2021). In science teaching at secondary school level, chemistry is considered a fundamental subject that deals with several areas of creative knowledge. Chemistry is one of the curriculum components of school science that can promote the rational growth of the students through its effective reformations. (Lavaqui & Batista,.2017). The abstract nature of chemistry along with other content learning difficulties means that chemistry class require a high-level of skill set and effective methods of teaching (Taber, 2021).
The nature of chemistry concepts and the way through concepts are taught, make chemistry difficult to learn. Methods of teaching that promotes theoretical learning are in conflict with the nature of science, i.e. traditional and lack of creativity (Johnstone, 2020). To make the content easier to recall, learners actively need to construct, organize, and create links that hold the information together. Use of analogy is one of the teaching methods in science in which an idea, a thing or a process is compared to another concept (Harrison & Treagust, 2021; Glynn, 2008). According to Gentner (2009) analogy is a mapping of knowledge between two domains. The more familiar domain is often referred to as the "vehicle," "base," "source," or "analog" domain; the less familiar domain, or the domain to be learned, is usually referred to as the "target" domain. The principle of use of analogies in science teaching is, to think about a new, typically more abstract area of knowledge, in an area and
Analogy based teaching is attractive to educational perspectives that emphasize what students already known as a starting point for teaching and learning with focus on students building their own knowledge, which ultimately results to enhance higher order skills of the learners (Deborah, 2014).The phenomenon of analogy development and use of analogy involves higher order mental processes i.e. analyzing different situation, applying proper options to solve problems, evaluating best solutions and finally construct new knowledge (Blake, 2004). Sometimes these situations include analogical models, metaphors and similes used in scientific context. It is important to take a start of teaching science concept by building the connections between the motivational and the cognitive components of student understanding while using analogy-based teaching for effective learning (Walton & Hyra, 2018).
Statement of the Problem
The observed poor performance of students in chemistry in WAEC and SSCE has been traced to poor knowledge of students in organic chemistry covers more than 45% of questions in chemistry examinations at the O’ level. Various environmental problems affecting lives and property across all continents of the world are connected to lack of the understanding of some basic chemistry concepts. Poor method of instruction has been identified as a cause of students’ poor achievement in organic chemistry and chemistry as a whole. Therefore, the
study addressed the effects of analogy instructional strategies on rentation and performance of secondary schools students in chemistry in Oye local government area of Ekiti state
Objectives of the study
The main objectives of the study is to investigate the effect of analogy instructional strategy on the retention and performance of secondary school students in chemistry :
The specific objectives is to;
1. To evaluate whether the incorporation of analogy instructional strategies enhances student engagement and interest in chemistry compared to traditional instructional methods.
2. Determine whether the use of analogy instructional strategies aids secondary school students in developing a better understanding of abstract chemical concepts.
3. Assess the impact of analogy instructional strategies on the long-term memory retention of chemistry content among secondary school students.
4. Investigate whether analogy instructional strategies facilitate the transfer of chemistry knowledge, encouraging students to apply learned concepts in real-life situations.
5. Examine whether the use of analogy instructional strategies contributes to the development of critical thinking skills, particularly in the context of problem-solving in chemistry.
Research questions
The following research questions were generated to guide the study
1. Does the incorporation of analogy instructional strategies enhance student engagement and interest in chemistry compared to traditional instructional methods?
2. Does the use of analogy instructional strategies aid secondary school students in developing a better understanding of abstract chemical concepts?
3. What is the impact of analogy instructional strategies on the long-term memory retention of chemistry content among secondary school students?
4. Do analogy instructional strategies facilitate the transfer of chemistry knowledge, encouraging students to apply learned concepts in real-life situations?
5. Does the use of analogy instructional strategies contribute to the development of critical thinking skills, particularly in the context of problem-solving in chemistry?
Research Hypothesis
The following null hypotheses were formulated to guide the study
1. H0₁: The incorporation of analogy instructional strategies does not enhance student engagement and interest in chemistry compared to traditional instructional methods.
2. H0₂: The use of analogy instructional strategies does not aid secondary school students in developing a better understanding of abstract chemical concepts.
3. H0₃: The use of analogy instructional strategies has no impact on the long-term memory retention of chemistry content among secondary school students.
4. H0₄: Analogy instructional strategies do not facilitate the transfer of chemistry knowledge, encouraging students to apply learned concepts in real-life situations.
5. H0₅: The use of analogy instructional strategies does not contribute to the development of critical thinking skills, particularly in the context of problem-solving in chemistry.
SIGNIFICANT OF THE STUDY
The study is significant to students, teachers, school administration and future researcher
To Students:
· It can help students understand complex chemistry concepts more easily. Analogies can make abstract concepts more concrete and relatable, thereby enhancing understanding.
· It can improve long-term retention of chemistry concepts, which is crucial for their academic success.
· It can foster critical thinking and problem-solving skills, which are not only important for chemistry but also for other subjects and life in general.
To Teachers:
· It provides insights into effective teaching strategies that can be used to improve student engagement and performance in chemistry.
· It can help teachers design lessons that cater to different cognitive styles, thereby ensuring inclusive and effective learning.
· It can serve as a guide for teachers to incorporate real-life situations into their lessons, making learning more relevant and interesting for students.
To School Administrators:
· The findings of this study can inform curriculum development and teaching methodologies, leading to improved student outcomes.
· It can provide evidence-based recommendations for professional development programs for teachers.
· It can help in making informed decisions about resource allocation, such as investing in training for teachers on analogy instructional strategies.
To Researchers:
· It contributes to the existing body of knowledge on effective instructional strategies in science education.
· It can inspire further research on the topic, such as exploring the effectiveness of analogy instructional strategies in other subjects or contexts.
· It can provide a basis for comparative studies, for instance, comparing the effectiveness of analogy instructional strategies across different cultures or educational systems.
SCOPE OF THE STUDY
This study is aimed at investigating the effects of Analogy instructional strategies on the retention and performance of secondary school students in Ekiti State. The study covers five selected secondary schools in Oye local government area of Ekiti State
DEFINATION OF TERMS
Analogy Instructional Strategy: An educational approach that involves explaining abstract or unfamiliar concepts in chemistry by drawing parallels to more familiar and concrete situations, making it easier for students to understand and remember complex ideas.
Retention: The ability of students to remember and recall information over time. In the context of the study, retention refers to the extent to which students can recall and apply chemistry concepts learned through analogy instructional strategies.
Performance: The measurable outcomes or achievements of students in their understanding and application of chemistry concepts. Performance in this study may be assessed through various means, such as test scores, problem-solving abilities, and practical applications of knowledge.
Engagement: The level of involvement, interest, and active participation of students in the learning process. In the context of the study, engagement refers to how involved and interested students are during chemistry lessons, particularly when exposed to analogy instructional strategies.
Abstract Chemical Concepts: Complex and theoretical ideas in chemistry that may be challenging for students to grasp due to their intangible or non-concrete nature. Analogy instructional strategies aim to make these abstract concepts more accessible by relating them to familiar and tangible experiences.
Memory Retention: The ability to remember and recall information over an extended period. In this study, memory retention refers to how well students can remember and apply chemistry content learned through analogy instructional strategies in the long term.
Knowledge Transfer: The ability of students to apply learned concepts in new and different contexts, beyond the initial learning environment. Knowledge transfer in this study refers to the extent to which students can apply chemistry knowledge gained through analogy instructional strategies to real-life situations.
Critical Thinking Skills: The ability to analyze, evaluate, and synthesize information to make informed decisions and solve problems. In the context of the study, critical thinking skills refer to the specific cognitive abilities developed through analogy instructional strategies that contribute to effective problem-solving in chemistry.
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