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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
Language: English
Authors: Aihua Cheng, Nirat Jantharajit (ORCID 0009-0005-1098-8109), Supawadee Kanjanakate (ORCID 0009-0006-2627-8803)
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
FullText Text:
  Availability: 0
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Aihua+Cheng%22">Aihua Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Nirat+Jantharajit%22">Nirat Jantharajit</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-1098-8109">0009-0005-1098-8109</externalLink>)<br /><searchLink fieldCode="AR" term="%22Supawadee+Kanjanakate%22">Supawadee Kanjanakate</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-2627-8803">0009-0006-2627-8803</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+English+Teaching%22"><i>Journal of English Teaching</i></searchLink>. 2026 12(1):40-51.
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  Data: 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
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  Data: Y
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  Data: 12
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Label: ISSN
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  Data: 2087-9628<br />2622-4224
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Label: Accession Number
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  Data: EJ1501915
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501915
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 12
        StartPage: 40
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Peer Teaching
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      – SubjectFull: Logical Thinking
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      – SubjectFull: China
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      – TitleFull: 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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            NameFull: Nirat Jantharajit
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