The effect of analogy-based teaching on students' achievement and students' views about analogies

a. The results belong to the achievement test

Table 3. The Mean Value of the Pretest Grades, Standard Deviations, “t” Value of Experimental and Control Groups

Groups	N	X̄	S	sd	t	p
Experimental1	28	9,00	2,34	52	,311	,756
Control1	26	8,81	2,19	52	,311	,756
p= .756 p>0,05

As seen on the table 3, the mean value of the science lesson grades of groups at sixth class is 9,00 for experimental group; 8,81 for the control group. In order to determine the significance of the difference between the experimental group and the control group, the t test of the independent groups was applied by using SPSS statistical analysis program. Related to the mean value of the science lesson grades of groups at sixth, ,311 “t” value was not found significant with .756 p value, with 52 degree of freedom and 0.05 significant level. It can be said that both groups are equivalent to teach other as for the mean value of the science lesson grades of groups at sixth class.

Table 4. The Anova Results of Posttest Grades

	Sum of Squares	df	Mean Square	F	p	Sig.
Between Groups	360,375	3	120,125	24,578	,000	6/A-6/C 6/A-6/D 6/B-6/C 6/B-6/D
Within Groups	508,291	104	4,887
Total	868,667	107

According to the result of Anova, it is seen that there is significance difference between groups. There is significance difference between experimental group and the control group. In order to determine the significance of the difference between the groups, Scheffe test was applied by using SPSS statistical analysis program. Related to the mean value of the science lesson grades of groups at sixth, experimental groups’ achievement results were higher than control groups’.

Table 5. The Mean Value of the Posttest Grades, Standard Deviations, “t” Value of Experimental and Control Groups

Groups	N	X̄	S	sd	t	p
Experimental	56	22,64	2,56	106	8,621	,000
Control	52	19,00	1,72	106	8,621	,000
p= .000 p<0,05

As seen on the table 5, the total mean value posttest grades are 22,64 for the experimental group; 19,00 is the control group. In order to determine the significance of the difference between the mean values of the total post-test grades for the experimental and control groups, the t test of the independent groups was applied by using SPSS statistical analysis program.

The following data have been provided at the end of the analysis. Related to the total mean values of the post-test grades, 8,621 “t” value was found significant with .000 p value, with 106 degree of freedom and 0,05 significant level. According to the data, it may be said that there is a significant difference in the mean values of difference between pretest and posttest grades of the experimental and the control groups and the analogy-based teaching is more efficient than the conventional approach.

b. The results belong to the AOS

The results of the sample on which the student centered analogy technique are performed are given in the tables.

In the first section of the scale, the question “What level do analogies help students to learn subjects?” was asked to the students. Rates of students’ answers to this question are given in Table 6.

Table 6. What level do analogies help students to learn subjects?

	Points (%)					Mean Score
	1	2	3	4	5	X̄*
Very few	3,70	0,93	11,11	46,30	37,96	4,14	Very good

* Five Points out Average

In the second section the students were asked to explain features of using analogies in science lesson. Rates of students’ answers to this question are given in Table 7.

Table 7. Using Analogy in science lesson

	Points (%)					Mean Score
	1	2	3	4	5	X̄*
Not Fun	0,93	3,70	8,33	42,59	44,44	4,26	Very Fun
Not Encouraging	0,93	8,33	6,48	47,22	37,04	4,11	Very Encouraging
Not Informative	3,70	1,85	10,19	33,33	50,93	4,26	Very Informative
Not Useful	1,85	3,70	4,63	39,81	50,00	4,32	Very Useful
Not Instructive	2,78	5,56	6,48	38,89	46,30	4,20	Very Instructive
Not Creative	1,85	3,70	7,41	41,67	45,37	4,25	Very Creative
Not Good	0,93	1,85	9,26	31,48	56,48	4,41	Very Good
						4,24	Mean

* Five Points out Average

In the third section, there is open-ended question which was asked students’ views about using analogies in the courses. Students defined the analogy as demanding activity. They stated that organelles which are invisible are difficult to simulate. But they said that making an analogy with group was easy and useful. They stated that making an analogy whit discussion was more appropriate.

Student 64 (S64) expressed that “I had a headache during making an analogy. We thought a lot. But it was fun”. S67 “we struggled very much. But I think, we made the most beautiful analogies”. S71 “We made a difficult study. We’re tired. However, I think that is very instructive. Making an analogy is very enjoyable”. S92 “I’m tired when making an analogy. But it was fun. We have enjoyed very much. I think we’ve done very nice analogies. Although it was strenuous we discussed with my friends. We re-examined the functions of organelles. We have reviewed again the lesson. We found suitable concepts for all organelles. It was hard, but it was nice”.

Students expressed that analogies provided permanent learning. According to them permanent learning was emerged when it was established similarity between concepts. S89 “Thinking is hard work. We discussed too much. To learn features of organelles which are invisible is difficult. But I learned the tasks of organelles thanks to analogies. Now I think I will ever forget them. I will not have to work again this matter. I know I will be successful in the exam. As long as the teacher asks me questions about analogies, I will be successful”. S96 “When you learn the concepts by analogy, you would remember them easily. So I couldn’t forget organelles and parts of cell”. S85 said that “We easily learned parts and organelles of cell thanks to analogy. I can answer all of question in the exam”.

An analogy which students formed is given in Table 7. They simulated cell to their school. Students tried to make the best analogy by discussing in group.

Table 8. Analogies which students formed

Organelle	Location	Function	Students’ Analogy
Cell Wall	Plant, not animal	support (grow tall), protection, allows H₂O, O₂, CO₂ to pass into and out of cell	Iron railing on the garden walls
Cell Membrane	Both animal / plant	Support, protection, controls movement of materials in/out of cell, barrier between cell and its environment, maintains homeostasis	Garden walls
Nucleus	Both animal / plant	controls cell activities	Manager
Cytoplasm	Both animal / plant	supports /protects cell organelles	School Garden
Endoplasmic Reticulum (E.R.)	Both animal / plant	carries materials through cell	Corridors
Ribosome	Both animal / plant	produces proteins	Teachers
Mitochondrion	Both animal / plant	breaks down sugar molecules into energy	School Canteen
Vacuole	Plant - few/large animal - small	store food, water, waste (plants need to store large amounts of food)	School Archives
Lysosome	Plant - uncommon animal - common	breaks down larger food molecules into smaller molecules, digests old cell parts	Rubbish Bin
Chloroplast	Plant, not animal	uses energy from sun to make food for the plant (photosynthesis)	Trees in Garden
Centrioles	Animal, not plant	plays an important role in cell division	Manager Assistant