| 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 |