Role of Analogy Based Teaching to Enhance Higher Order Skills in Chemistry Learning at Grade IX

Abstract

Aim of the Study: The current research was piloted to explore the impact of analogy-based classroom teaching to enhance higher order skills in chemistry at IX Grade. It was experimental research.

Methodology: The study was designed on true experimental basis. This target was completed by selecting two groups of grade IX learners, through randomization. Each group was comprised of 40 participants. Intervention was involved teaching of selected subject matter of text book of grade 9th issued by Punjab Curriculum and Text Book Board, Lahore for area of chemistry. Through 16-week period of intervention, each group was provided an identical extent of lessons. Control group was taught by simple lecture method of teaching and treatment group was educated through analogical practices. Data collection was completed through pretest and posttest. Analogy Based Teaching Achievement Test (ABTAT) was developed by the investigator and used to find the variance of achievement level between traditional group and treatment group. SPSS was supported analysis of data.

Findings: Pretests achievement scores were shown that performance of both groups was not significantly different. While significant difference between two groups proved the constructive outcome of role of analogies in teaching to enhance higher order skills of experimental group. First term assessment was the major limitation of the study to encircle it only for subject of chemistry and Grade IX.

Conclusion: The outcomes of this work exposed the positive role of analogies in classroom teaching at school level. So, it was proposed to teachers to incorporate simple, interesting and related to actual concept analogies in lesson strategies for operative learning.