EFFECT OF ANALOGY ON THE UNDERSTANDING OF THE CONCEPT OF OSMOSIS AMONG SECONDARY SCHOOL STUDENTS IN MINNA,NIGER STATE,NIGERIA

Abstract

The study examined the "Effect of analogy on secondary school students understanding of the concept of Osmosis in biology". The increase in the inability of students to cope with and comprehend basic science concepts necessitated the search for a more effective teaching strategy to improve students' understanding and performance. A total of 160 students in senior secondary class two (SS II) randomly selected from four secondary schools in Minna metropolis made up the sample for the study. SS (11) students from two schools formed the experimental group. They were taught the concept of osmosis using Teaching With Analogy (TWA) model while students from the other two schools that formed the control group were taught the same concept using the traditional teaching method. The study instrument (TWA) was validated and its reliability determined as 0.91. Pretest-Posttest Experimental-Control Group design was used for the study. Analysis of data revealed that analogy was a more effective instructional strategy than the traditional teaching method. In enhancing students' understanding of the concept ot Osmosis in biology as indicated by experimental group mean scores after the treatment. There was no gender difference observed. Based on these findings, recommendations were made for adoption of analogy as an instructional strategy at all levels of educational system.