The effect of analogy-based 5e learnıng model on the academıc achıevements of students that have dıfferent learnıng styles ın the teachıng of the electrıcıty energy unıt

The purpose of the present study was to investigate the effect of analogy-based 5E model on 7th grade students' academic achievement in the unit of electricity. The sample was comprised of 58 students from two classses and their classes were assigned as control and intervention groups. Both groups had those of 29 students. The study was conducted in a state school in the spring of 2015-2016. The intervention lasted for five weeks. At the outset of the study, the students were categorised according to their learning styles. The instructional process was carried out through analogy-based 5E model in the intervention group, while 5E model was facilitated in the other group. Data collection tools were "Learning Style Inventory-III (LSI-III), Achievement Test About Electricity (ATAE) and an interview form about the intervention of analogy-based 5E model. Data from ATAE were statistically analysed while the data from interview forms were exposed to content analysis. The analysis of the study revealed that students in the intervention group had statistically higher mean scores than those in the control group. The result of the study revealed that analogy-based 5E model was effective on students' academic achievement in the unit of electricity.