This study investigated the effects of analogy instruction on students’ success and removing misconceptions ascompared with traditional instruction. The sample of this study consisted of 78 high school students from two classesenrolled in an introductory physics course. These students are about 15-16 years old. One of the classes was assignedrandomly to the control group, and the other class was assigned to the experimental group. During teaching the topicof electric concepts in the physics curriculum, analogical instruction was applied in the experimental group whereastraditional instruction was followed in the control group. The results showed that the students in the experimentalgroup performed better performance with respect to electric concepts than control groups’ students.