The Impact of Analogical Learning and the Feynman Technique on English Achievement and Reasoning Ability in Grade Six: An Experimental Study
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| Title: | The Impact of Analogical Learning and the Feynman Technique on English Achievement and Reasoning Ability in Grade Six: An Experimental Study |
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| Language: | English |
| Authors: | Aihua Cheng, Nirat Jantharajit (ORCID |
| Source: | Journal of English Teaching. 2026 12(1):40-51. |
| Availability: | Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Elementary School Students, Grade 6, English (Second Language), Second Language Learning, Educational Strategies, Language Proficiency, Academic Achievement, Thinking Skills, Intervention, Peer Teaching, Logical Thinking |
| Geographic Terms: | China |
| ISSN: | 2087-9628 2622-4224 |
| Abstract: | Improving both academic achievement and reasoning ability remains a challenge in primary English education. This study examined the effects of integrating analogical learning with the Feynman Technique on Grade 6 students' English academic achievement and reasoning ability. A quasi-experimental pretest-posttest control-group design was adopted, with two intact classes selected through cluster sampling and assigned to an experimental group (n = 29) and a control group (n = 27); data were collected using an English achievement test and a reasoning ability questionnaire and analyzed using descriptive statistics and t-tests. Results showed that the experimental group significantly outperformed the control group in academic achievement, with posttest scores (M = 85.00, SD = 9.12) exceeding both their pretest scores (M = 80.31, SD = 9.72) and those of the control group (M = 79.96, SD = 9.56). Similar gains were observed in reasoning ability, as the experimental group's posttest scores (M = 70.55, SD = 9.07) were higher than their pretest scores (M = 65.38, SD = 9.80) and the control group's scores (M = 65.37, SD = 9.20), suggesting that this integrated approach effectively enhances learning outcomes in primary school English classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501915 |
| Database: | ERIC |
| Abstract: | Improving both academic achievement and reasoning ability remains a challenge in primary English education. This study examined the effects of integrating analogical learning with the Feynman Technique on Grade 6 students' English academic achievement and reasoning ability. A quasi-experimental pretest-posttest control-group design was adopted, with two intact classes selected through cluster sampling and assigned to an experimental group (n = 29) and a control group (n = 27); data were collected using an English achievement test and a reasoning ability questionnaire and analyzed using descriptive statistics and t-tests. Results showed that the experimental group significantly outperformed the control group in academic achievement, with posttest scores (M = 85.00, SD = 9.12) exceeding both their pretest scores (M = 80.31, SD = 9.72) and those of the control group (M = 79.96, SD = 9.56). Similar gains were observed in reasoning ability, as the experimental group's posttest scores (M = 70.55, SD = 9.07) were higher than their pretest scores (M = 65.38, SD = 9.80) and the control group's scores (M = 65.37, SD = 9.20), suggesting that this integrated approach effectively enhances learning outcomes in primary school English classrooms. |
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| ISSN: | 2087-9628 2622-4224 |
