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The Effect of Teaching Using Collaborative Learning (study group) on Academic Achievement of Postgraduate Students in Hamadan Azad University in 2011-2012

Author Affiliations

  • 1MS in Educational Psychology, Hamedan Branch, Islamic Azad University, Hamedan, IRAN

Res. J. Recent Sci., Volume 4, Issue (9), Pages 130-136, September,2 (2015)

Abstract

This study examined one of the major issues in education (cooperative learning) in terms of its effect on students' academic progress. It also examined whether cooperative learning will lead to higher student achievements compared to traditional teaching (lectures) or whether the academic achievement of strong - medium weak students are different in participatory teaching methods. This study is a quasi-experimental field one and was carried out from the beginning of the second semester in early February 1390 in Islamic Azad University of Hamedan. Achievement test developed by the researcher which is one of the explanatory tests was provided from the book of behavior modification and consisted of eight questions. In extensive explanatory tests there is no limit for the test subject. In this test, the total score was 20 and the criterion score was 10 , those students with scores higher than 10 had high academic achievements and students with score lower than 10 had low academic achievement. Given that the significant level of F-statistic is less than 0.05, there is a significant relationship between the independent and dependent variables at the 95% confidence level. Thus teaching with cooperative learning (study group) improves the postgraduate student achievement in Hamadan Azad University in 2011-2012. The main research hypothesis is confirmed and the null hypothesis is rejected.

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