Abstract:
This study investigates the effect of analogy-based instruction (ABI) versus traditional instruction on students' understanding of chemical equilibrium in a first-year general chemistry course. A quasi-experimental design was used in the study. The study utilized a pre-test/post-test design and one comparison group (CG) and one experimental group (EG) were used in the study. In the study, a delayed-test was also implemented to both groups' students in addition to pre- and post-tests. Each treatment (analogy and traditional) was randomly assigned. The study was carried out in two different classes in the department of science and engineering during the 2009-2010 academic years at Marand Azad University in Iran. In Iran, chemical equilibrium has been studied in fourth year in chemistry course of secondary school. Participants in the study were 65 university students who enrolled in the general chemistry course, from the two classes of the same teacher. One class was randomly assigned to the experimental group (n=30) while the other was the control group (n=35). Twelve analogies were used in experimental group. Four of them were adapted from the literature and the others were prepared by the researchers. During a five-week period; each group received an equal amount of instruction. The Chemical Equilibrium Achievement Test (CEAT) was administered as pre-test, post-test and delayedtest to collect data. The CEAT consisted of 20 multiple-choice questions prepared by the researchers. Collected data were analyzed by using t-test and ANCOVA. The results of the study indicated that the students in the experimental group showed significantly greater achievement than the students in the control group. Based on the results, we can say that analogies can help students visualize abstract concepts, organize their thinking about a given topic, and learn a topic meaningfully
