Psychology
ataolah mahmodi; Yahiya Yarahmadi; omid moradi
Abstract
Considering the change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered teaching models, this research was conducted with the aim of comparing the effectiveness of the reverse learning model and cooperative learning on the academic engagement ...
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Considering the change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered teaching models, this research was conducted with the aim of comparing the effectiveness of the reverse learning model and cooperative learning on the academic engagement of secondary school students. The present research method was semi-experimental in terms of practical nature and in terms of the intervention method. The research population was 60 secondary school students of Bukan city, who were selected in two intervention groups and one control group. The research tools included reverse learning package (Mahmodi et al., 2023), GI cooperative learning package (Kazemi et al., 2022) and Rio academic engagement questionnaire (2013) were used, and multivariate covariance analysis was used to analyze the effectiveness. Based on the results of the educational intervention, the pattern of reverse learning and collaborative learning has a positive and significant effect on students' academic engagement (sig<0.05). Also, the findings showed that there is a significant difference between the effectiveness of the reverse learning educational program and cooperative learning-based education on students' academic engagement only in the cognitive engagement component (sig<0.05). Therefore, it can be concluded that the originality of the teaching method based on reverse learning can be one of the reasons for the effectiveness of reverse teaching compared to cooperative education, especially in the component of cognitive engagement.
Zinat Soltani; Ghodsi Ahghar; Vahideh Babakhani
Abstract
Purpose: The purpose of this study was to determine the effectiveness of teaching emotion-focused strategies on cooperative learning in first high school students. Method: This study employed a semi-experimental research method using pretest-posttest design with a control group. Among all the female ...
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Purpose: The purpose of this study was to determine the effectiveness of teaching emotion-focused strategies on cooperative learning in first high school students. Method: This study employed a semi-experimental research method using pretest-posttest design with a control group. Among all the female high school students in the first district of Tehran, who were attending public schools in the city of Tehran in the 2017-18 school year, fifty students were chosen from Narges School through purposive sampling, and randomly divided into experimental and control groups. Then, students in the experimental group were subjected to the independent variable (emotion-focused strategies) during 12 sessions. The tool used in the study was Stephen's Cooperative Learning Questionnaire (2007), which was administered in three stages of pre-test, post-test and (one month) follow-up in both experimental and control groups, the results were analyzed using mixed variance analysis test and Bonferroni post-hoc test in the SPSS24 software. Results: Results showed that there were significant differences between pre-test and post-test scores between experimental and control groups (P < 0.05). In other words, the teaching of emotion-focused strategies increased cooperative learning in the experimental group. Bonferroni test results showed that the emotion-focused strategy training has a lasting effect. Conclusion: Considering the significant effect of emotion-focused strategies on students' cooperative learning, this method can be used to improve their educational success.
