The effectiveness of using student and teacher centered analogies on the development of the students’ cognitive and affective skills

The post-test results of the groups on which the student and teacher centered analogy technique are performed is given in the Table-1.

Table 1. Comparison of the Post-Test Results between Student and Teacher Centered Analogy Technique Classes

Group	N	Order Average	Order Total	U	p
Student Centered	24	25.38	609
				291	.857
Teacher Centered	25	24.64	616

It was found that there is not any significant difference between two groups. (U:291 p>.05). When the sequence averages are taken into consideration, it is understood that post test results of the students who were taught by means of using the student-centered analogy technique are higher than the students who were taught by means of using the teacher-centered analogy technique; however this difference was not at a significant level.

The comparison of the conceptual understanding levels after the application of the groups is given in the Table 2.

Table 2. Comparison of the Conceptual Understanding Levels between Student and Teacher Centered Analogy Technique Classes

Group	N	Order Average	Order Total	U	p
Student Centered	24	31.65	759.50
				140	.001
Teacher Centered	25	18.62	465.50

When the Table-2 is examined, it is found that there is no significant difference between the conceptual understanding results after the application of the groups. (U:140.5, p>.05). When the sequence averages are taken into consideration, it could be said that the conceptual understanding level results after the application are higher in the students who are taught by the student-centered analogy technique in comparison with the students who are taught by the teacher-centered analogy technique and the student-centered analogy technique is more effective in the learning process.

The comparison of the attitude scale results after the application is given for the groups in the Table-3.

Table 3. Comparison of the Attitude Toward Science Course Scale Results between Student and Teacher Centered Analogy Technique Classes

Group	n	Order Average	Order Total	U	p
Student Centered	24	26.73	641.50
				258.50	.405
Teacher Centered	25	23.34	538.50

When the Table-3 is examined, it is found that there is no significant difference between the attitude scale results of the groups after the application. (U:258.50, p>.05). When the sequence averages are taken into consideration, it is understood that post-test results of the students who are taught by means of using the student-centered analogy technique are higher than the students who are taught by means of using the teacher-centered analogy technique, but this difference is not at the significant level.

The influence of the gender factor on the influence of the analogy technique usage on the attitude is given in the Table-4.

Table 4. Gender Factor in the influence of the Analogy Technique Usage on the Attitude Toward Science Course

Group	n	Order Average	Order Total	U	p
Girl	29	29.31	850.50
				165.00	.011
Boy	20	18.75	375.00

There is a significant difference between the attitude scale results and genders of the students on which the application is performed (U:165.00, p< .05). When the sequence averages are taken into consideration, it could be said that the attitude scale results of the female students are higher and the usage of the analogy technique positively influences the attitudes of the female students towards the course.