Impact of Analogical Learning on Metacognition and Scholastic Achievement of College Students in Physical Science

Abstract

This quantitative research study employed a quasi-experimental design to examine the effects of the analogical learning approach on metacognitive development and academic performance in physical science education. A total of 385 students enrolled in physical science courses at Iligan Medical Center College participated in the study. Stratified random sampling was used to select participants from different courses, ensuring representation across various domains. The experimental group received instruction using the analogical learning approach, while the control group received traditional instruction, allowing for a comparison of outcomes. The findings demonstrated significant support for the effectiveness of the analogical learning approach in enhancing multiple aspects of learning, including knowledge transfer, conceptual understanding, problem-solving ability, metacognition, and motivation. The results were consistent with prior research, further affirming the benefits associated with this instructional method. Additionally, the participants displayed a commendable level of metacognitive awareness, particularly in areas such as progress monitoring, identifying strategies for challenging problems, adapting learning strategies, understanding learning styles, and recognizing metacognitive strengths and weaknesses. These findings contribute to the existing literature by emphasizing the advantages of incorporating analogical learning strategies in educational settings. By harnessing analogical reasoning and fostering metacognitive development, educators can facilitate knowledge transfer, deepen conceptual understanding, enhance problem-solving skills, cultivate metacognitive awareness, and promote motivation among students. The results of this study underscore the potential benefits of implementing analogical learning strategies to improve learning outcomes in physical science education. The significant differences observed between pretest and post-test scores provide compelling evidence of the positive impact of the implemented intervention on participants’ learning outcomes. In conclusion, this study provides valuable insights into the effectiveness of the analogical learning approach and its influence on metacognitive awareness in the context of physical science education. The results support the adoption of analogical learning strategies to enhance learning outcomes, while highlighting the importance of fostering metacognitive awareness to optimize students’ learning experiences. These findings offer robust evidence of the positive effects of the implemented intervention on participants’ learning outcomes, indicating the potential of the analogical learning approach to improve performance and understanding within the studied domain.