Analogy Strategy and Students’ Application of Physics in Plateau Central Zone: Towards Enhancing National Development

Abstract

This study investigated how the Analogy Strategy, as an innovative teaching approach, enhances students’ understanding and application of physics concepts in senior secondary schools in Plateau Central Zone, Nigeria. The study employed the non-equivalent control group, pretest post-test quasi-experimental design. Two intact SS2 classes with a sample 93 physics students were randomly assigned to experimental and control groups. The instrument, Electrostatics and Gravitational Application Test (EGAT), with a reliability coefficient of 0.87 obtained using Cronbach’s alpha coefficient, was used for data collection. The experimental and control groups were taught electrostatics and gravitational fields using analogy strategy and traditional lecture method respectively. Pre-test was administered to both groups before the commencement of the teaching exercise that lasted five weeks, and post-test was administered immediately after teaching. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results revealed that students exposed to the analogy strategy demonstrated significantly improved conceptual understanding and application of physics, compared to their counterparts in the control group. Furthermore, it was also revealed that gender has no influence on the understanding and application of physics of students exposed to analogy strategy. The findings highlight the critical role of analogy strategy in fostering effective physics teaching that translates physics concepts into relatable learning experiences, and equipping students with practical skills for application of physics in real-life situations. Based on the findings, the study recommended among others, the need for physics teachers to adopt analogy strategy in teaching physics concepts.