The effects of using analogy in science education on academic achievement: A meta-analysis study
Authors
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Jülide YazıcıMathematics and Science Education/Science Education Department, Giresun University, Giresun, Türkiye
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Erol TaşMathematics and Science Education/Science Education Department, Ordu University, Ordu, Türkiye
DOI:
10.58583/EM.4.3.6Keywords:
Academic achievement, Analogy, Level of education, Science education, Meta-analysisAbstract
The aim of this study is to examine the effects of using analogy in science education in increasing academic achievement of students through meta-analysis method. While researching studies on analogy use in science education, a few key phrases (for example, Model 1: analogy and science education) were used in well-known data bases (for example, ERIC, EBSCO, Science Direct, Web of Science). Finally, 52 studies were included in this meta-analysis which examined the effects of using analogy in science education on academic achievement. All statistical data obtained from the studies were first placed in an Excel page and then transferred to comprehensive meta-analysis (CMA) statistics software to calculate Hedges's g values. As a result of the general effect size obtained as a result of the study (Hedges g =1.029), it was concluded that using analogy in science lessons had a positive high effect on academic achievement. It was found that as moderator variables, subject area and types of questions affected academic achievement of students, while level of education, the implementer and duration of implementation did not. In addition, it was found that using analogy alone or with another method did not affect academic achievement of students. In the light of the results found, it can be said that using analogy in science education is very effective in increasing academic achievement of students. The present study recommends conducting more research to explore studies including different data values.
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References
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