Effect of Analogical Reasoning on Students’ Performance and Perception in Biological Taxonomy in Senior High Schools in Atwima Nwabiagya Municipality of Ghana.

Abstract

This study aims to investigate the effect of analogical reasoning on students’ performance and perception in taxonomy in senior high schools. The study’s sample size was 160 Senior High School Biology Students in the Atwima Nwabiagya Municipal of Ashanti region of Ghana. Data were collected by comparing pretest and post-test scores of Achievement test and questionnaires on students' perceptions before and after the use of analogies. The result shows that analogical reasoning had a considerable impact on students' ability to understand and apply taxonomy concepts, resulting in significant improvements in their posttest results. The results also revealed a significant difference between the two groups, with the experimental group having a mean rank of 118.90 and the control group's mean rank of 42.10. The results also reflect a positive perception towards taxonomy after the analogical reasoning approach was used in teaching the experimental group. It is therefore recommended that educators incorporate analogical reasoning into teaching strategies, especially for complex subjects like taxonomy.