Abstract
Achievement of our students in geometry is attributable to several reasons. The researcher’s personal
experience in the field and review of related literature revealed that one of the major reasons for low
achievement is low understanding of geometry concepts. So a study was conducted to explore the effect
of the Synectics model of teaching on the conceptual understanding of the geometry of a cohort of grade
eight students. The methodology employed was a form of quasi-experimental study known as
Nonequivalent Control group design. The sample was comprised of two intact control groups, (N=35) and
experimental, (N=33). Two schools were selected among high schools of district Haripur where the
researcher sought permission to conduct the study. The instrument employed to assess development was a
self-developed achievement test based on the geometry portion (Fundamentals of Geometry) in the eighth
class mathematics textbook. Items were developed according to the knowledge, application and synthesis
levels of Bloom’s taxonomy. The results of the study revealed that after analogy integrated lessons
students were able to: (i) redefine and recall the concept in a new way using their own words; (ii) relate
learnt knowledge to their daily lives; (iii) apply learnt knowledge in daily lives; and, (iv) synthesize the
concept in a better way. This clearly indicates that use of analogy enhanced students’ understanding of
geometrical concepts and their higher order learning skills in geometry.
Aftab Ahmad Khan, Nasir Mahmood. (2017) The Role of the Synectics Model in Enhancing Students’ Understanding of Geometrical Concepts, Journal of Research and Reflections in Education, Volume 11, Issue 2.
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