International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 2 (March-April 2026) Submit your research before last 3 days of April to publish your research paper in the issue of March-April.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 2
March-April 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Impact of Synectic model of teaching on reducing test anxiety among elementary students

Author(s) Ms. Harsimran Kaur, Ms. Dr. Kanwalpreet Kaur
Country India
Abstract The Synectics model of teaching, developed by William J.J. Gordon and his associates, is a powerful instructional strategy. This model uses metaphorical and analogical thinking in minimizing test anxiety because it helps students to break away from conventional thought patterns and helps in developing divergent thinking skills. In this model content is delivered with the help of analogies that helps students to understand abstract concepts in a meaningful and easy manner. This model is basically student-centered. The cultivation of cognitive skills during instruction does not constrain the exploration of diverse student perspectives and the acknowledgment of the different opinions or solutions that emerge in the learning environment. The implementation of the Synectic model of teaching allows students to think freely and in a novice manner. The students feel boredom and lack interest in studies due to complex concepts and terms. It helps in creating positive classrooms environment to foster higher order thinking skills that results in alleviating test anxiety. The main objective of the present paper is to investigate the role of the Synectic model of teaching in alleviating test anxiety in among elementary school students. The present paper is thematic in nature. The data was collected through secondary sources. Various thesis, research papers, journals, books etc were considered and studied. The findings of the study suggest that the Synectic model of teaching enhances higher order thinking skills, improves academic performance and reduces test anxiety among elementary students. This study contributes to the growing body of literature advocating for innovative instructional methods to develop essential 21st-century skills among students.
Keywords Synectic Model of Teaching, test anxiety, higher order thinking skills, elementary students.
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-04-10
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.74200
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 2Cover Page Vol 8 Isu 1Cover Page Vol 7 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals