shiva alipour katigari; hasan heidari; mohamad narimani; Hossein Davoody
Volume 14, Issue 48 , April 2020, , Pages 23-39
Abstract
The purpose of this study was to compare the effectiveness of the participatory and traditional teaching methods on academic etiquette, self-efficacy and self-regulation in students. The research method was a pretest-posttest design with a test group and a control group. The statistical population of ...
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The purpose of this study was to compare the effectiveness of the participatory and traditional teaching methods on academic etiquette, self-efficacy and self-regulation in students. The research method was a pretest-posttest design with a test group and a control group. The statistical population of this study was all boys of the 7th grade students who studied in the 2nd district of Rasht in the academic year 98-97 in public and non-governmental schools and 1320 people were in charge of the education department. The sample group, 40 students from the 7th grade, were selected randomly in cluster sampling and replaced in two groups (control and experiment). At first, self-esteem, self-efficacy and self-control questionnaires were used for both groups (pre-test). Subjects in the intervention group received a participatory training program in the form of 8 sessions of 90 minutes and one week, while the control group received the traditional teaching method. After this stage, both groups were evaluated by a questionnaire (retest). Findings showed that the implementation of participatory teaching method has a significant effect on academic eagerness (p <0/01); implementation of participatory teaching method has a significant effect on self-efficacy (p <0.01) and the implementation of participatory teaching method on self-regulation, Has a significant effect (p <0.01).
