Improving High School Student’s Procedural Understanding of Electricity and Magnetism Using Scaffold Analogical Reasoning Instruction

Aysheshim Mengistu Aragaw, Shimels Assefa, Desta Gebeyehu

Abstract


Simulated analogical teaching method has a unique contribution in enhancing students’ learning. This study aims to analyze effect of simulated analogies scaffold by group discussion method in improving students’ procedural understanding of some selected formulas and problems of electricity and magnetism at high school level. The study involved 75 grade 10th students from two different high schools, namely Dagmawi Twodros and Fert high schools found in Debre Tabor Town, South Gondar, Amhara region, Ethiopia. A quasi-experimental method with pretest posttest design was used in the study. An adapted standardized test of electricity and magnetism procedural understanding test (EMPUT) was used to collect data. The reliability of EMPUT was checked and found to be at about .86. After checking all the necessary assumptions, an independent sample t-test was used to analyze the mean difference on students EMPUT scores between groups and further the mean difference was achieved due to the effect of treatment answered by comparing the number of achiever level of students between the experimental and control groups.  From the result analysis, we found that experimental group who used simulated analogies scaffold by group discussion method in learning of electricity and magnetism showed a higher mean score of EMPUT than the control group. The number of medium, high and very high achiever students were larger for experimental group than the control group. Thus, it can be concluded that the use of simulated analogies scaffold by group discussion model improved high school students’ procedural understanding of electricity and magnetism. So, from the finding of this study, it is recommended that other science field teachers can use simulated analogies scaffold by group discussion method to improve students’ understanding to the desired level.

Keywords


Electricity;Magnetism; Group Discussion; Procedural Understanding; Simulated Analogical Instruction.

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DOI: http://dx.doi.org/10.52155/ijpsat.v30.1.3770

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