The Effectiveness of Analogy Learning as a Learning Practice Condition in Primary Physical Education
DOI:
https://doi.org/10.62695/ZSNV3229Keywords:
Analogy Learning, Physical Education, Primary Sector, Primary Students, Physical Education TeachersAbstract
Analogy learning is a method of learning which encourages students to abstract new information and match it to already acquired knowledge (Richland & Simms, 2015). This study focuses on the topic of analogy learning and its effectiveness in primary Physical Education (PE) lessons. It aims to explore the perceptions of students and teachers towards the use of analogy learning in PE, as well as the benefits and limitations of this approach. The aims of the study align with the research questions which are the principal impetus for this study. The paper presents the results of a research study that was held in a girls' primary church school in Malta, with students from Grades 1, 3 and 6 participating in either an analogy group (treatment group) or a non-analogy group (control group) during PE lessons. Data was collected through close-ended questionnaires and semi-structured interviews with students and PE stakeholders. The results showed that analogy learning can be beneficial in PE lessons, but it also has limitations. The study also highlighted the need for greater awareness about the use of analogy learning in primary PE lessons.
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