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The effects of using analogy in science education on academic achievement: A meta-analysis study

Jülide Yazıcı Jülide Yazıcı Corresponding Author Mathematics And Science Education/science Education Department, Giresun University, Giresun, Türkiye ORCID 0000-0002-8456-5046 View Profile , Erol Taş Erol Taş Mathematics And Science Education/science Education Department, Ordu University, Ordu, Türkiye ORCID 0000-0003-4077-7351 View Profile

Abstract

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.
Keywords: Academic achievement Analogy Level of education Science education Meta-analysis

References

Studies included in the meta-analysis are given with an asterisk.

Alfieri, L., Nokes-Malach, T. & Schunn, C., D. (2013). Learning Through Case Comparisons: A Meta-Analytic Review. Educatıonal Psychologıst, 48(2), 87–113. https://psycnet.apa.org/doi/10.1080/00461520.2013.775712

*Al-Hınaı, M.& Al-Balushı, S. (2015). Rectifying Analogy-Based Instruction to Enhance Immediate and Postponed Science Achievement. Journal of Turkısh Scıence Educatıon, 12 (1), 3-17. http://dx.doi.org/10.12973/tused.10129a

Apthorp, H.,S., Igel, C. & Dean, C. (2012). Using similarities and differences: A meta analysis of ıts effects and emergent patterns. School Science and Mathematics, 112 (4), 204-216. https://doi.org/10.1111/j.1949-8594.2012.00139.x

*Arıcı, F. (2018). Investıgatıng effect of usıng analogy ın scıence teachıng course on prımary school thırd grade students’ conceptual meanıng creatıon skıll regardıng dıfferent vıewpoınts (Unpublished master's thesis). Çukurova University, Institute of Social Sciences, Department of Elementary School Teaching, Adana, Turkey.

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