Improvement of analogical reasoning and academic achievements by the Analogical Reasoning Programme (ARP)

Abstract

Abstract The objectives of this study were to investigate the effects of Analogical Reasoning Programme (ARP) on improvement of analogical reasoning processes and academic achievements in math and reading comprehension. The ARP is based on the Analogies subscale of theCognitive Modifiability Battery (CMB): Assessment and Intervention.A sample of 53 children in Grade 2 were randomly assigned to an experimental (N = 27) and control (N = 26) groups. The experimental group received the ARP whereas the control group received a substitute programme of educational games. Both groups received dynamic assessment and achievement tests representing near-, medium- and far-transfer measures. All participants were administered theChildren’s Analogical Cognitive Modifiability(CATM) and achievement tests in math and reading comprehension before and after the intervention and theChildren’s Conceptual and Perceptual Analogical Modifiability(CCPAM) test at the end of the intervention. The findings showed that the experimental group achieved significantly higher scores on the CATM and CCPAM tests at the end of the programme and higher pre- to post-intervention improvement on the CATM than the control group. The experimental group received significantly higher math scores after the programme as compared with the control group but not on reading comprehension. The research findings are discussed in relation to development of analogical reasoning strategies and their effects on academic achievements.

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