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).
Shahrbano Hassanzadeh Polkohi; Keyvan Salehi; Ali Moghadamzadeh
Abstract
Extensive evidence demonstrates that dominating positivism approach in educational environments prepares the background of passivity for learners and fall of vitality and dynamism. The present research, comprehending the necessity of benchmarking the new educational approaches, aims to study the effect ...
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Extensive evidence demonstrates that dominating positivism approach in educational environments prepares the background of passivity for learners and fall of vitality and dynamism. The present research, comprehending the necessity of benchmarking the new educational approaches, aims to study the effect of participatory teaching on elementary school students. Therefore, the Quasi-Experimental Research Method with pre-test and post-test on intact groups. The statistical population includes the 24 female students of fourth grade of elementary school of Tehran School Dist.1. during school year 2016 – 2017, separated in two experimental and control groups and two-stage cluster sampling was used. Applied devices to gather data was Group Environment Questionnaire (Carron et al, 1985). Covariance Analysis shows that participatory teaching had a significant effect on group cohesion of elementary school student. Generally using the participatory teaching capacity may provide an appropriate field for formation and dynamics strengthening and promoting the culture of team working among students of the elementary school.
