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Abstract
Effects of Analogy-Enhanced Instruction on Performance
and Motivation of Adult College Students
Relating relationships in new material to relationships with which the learner is already familiar through analogies can be efficient, eliminating the need to “reinvent the wheel.” Analogies’ engaging nature can also increase appeal and motivation. This study examined the effects of analogy use in grammar instruction, and whether these differed for adults, compared to traditional-aged college students. 110 participants were randomly assigned to either enhanced or unenhanced instruction. No significant difference in performance scores for the two groups was found for adults or for traditional-aged students. Nor did the results indicate an appeal/motivation difference. Unanticipated findings were that adults indicated significantly higher appeal/motivation ratings for both versions, and post-test performance for the enhanced group was related to ability to generate analogies. While the results do not support the hypothesis that analogies facilitate learning, they do provide insight into the complexity of analogy use, as well as implications for future research.
Pamela Buchanan serves as Director of Student Services for the Center for Adult Programs at the University of Mobile, a Southern Baptist-affiliated liberal arts university on the Alabama Gulf Coast. As assistant instructor, she also teaches writing courses in UM’s English Department. She enjoys the rewards and challenges of helping working adults return to school, as well as developing programs to meet their academic, professional, and practical needs. Ms. Buchanan holds an M.A. in English from Texas State University, and anticipates completing a Ph.D. in Instructional Development and Design at the University of South Alabama this year. Her research interests include use of metaphor and analogy in teaching, the writing process in adult learners, and the role of the liberal arts curriculum in professional development.
Effects of Analogy-Enhanced Instruction on Performance
and Motivation of Adult College Students
Relating relationships in new material to relationships with which the learner is already familiar through analogies can be efficient, eliminating the need to “reinvent the wheel.” Analogies’ engaging nature can also increase appeal and motivation. This study examined the effects of analogy use in grammar instruction, and whether these differed for adults, compared to traditional-aged college students. 110 participants were randomly assigned to either enhanced or unenhanced instruction. No significant difference in performance scores for the two groups was found for adults or for traditional-aged students. Nor did the results indicate an appeal/motivation difference. Unanticipated findings were that adults indicated significantly higher appeal/motivation ratings for both versions, and post-test performance for the enhanced group was related to ability to generate analogies. While the results do not support the hypothesis that analogies facilitate learning, they do provide insight into the complexity of analogy use, as well as implications for future research.
Pamela Buchanan serves as Director of Student Services for the Center for Adult Programs at the University of Mobile, a Southern Baptist-affiliated liberal arts university on the Alabama Gulf Coast. As assistant instructor, she also teaches writing courses in UM’s English Department. She enjoys the rewards and challenges of helping working adults return to school, as well as developing programs to meet their academic, professional, and practical needs. Ms. Buchanan holds an M.A. in English from Texas State University, and anticipates completing a Ph.D. in Instructional Development and Design at the University of South Alabama this year. Her research interests include use of metaphor and analogy in teaching, the writing process in adult learners, and the role of the liberal arts curriculum in professional development.
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