Implementation of analogy method to enhance students’ chemistry self- regulated learning skills

The aim of this research was to investigate the effect of analogy method compared to traditionally designed chemistry instruction method on students’ self- regulated learning skills. Participants were 80 Students fron Farhangian University. Two experimental groups were randomly selected. Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as pretest and posttest to determine students’ self-regulated learning skills. The results showed that the analogy method was superior to the traditionally method on students’ chemistry self- regulated learning skills.