A comparison of the cooperative learning model and traditional learning model on academic achievement

被引：0

作者：

Fathi-Ashtiani, Ali ^{[1
]}

Salimi, Seyed-Hossein ^{[2
]}

Ayubi, Manijeh ^{[3
]}

Mohebbi, Hassan-Ali ^{[3
]}

机构：

[1] Behavioral Sciences Research Center, Baqiyatallah University of Medical Sciences, Tehran

[2] Department of Psychology, Faculty of Medical, Baqiyatallah University of Medical Sciences, Tehran

[3] Trauma Research Center, Faculty of Medical, Baqiyatallah University of Medical Sciences, Tehran

来源：

Journal of Applied Sciences | 2007年 / 7卷 / 01期

关键词：

Cooperative learning; Iran; School achievements; Traditional learning;

D O I：

10.3923/jas.2007.137.140

中图分类号：

学科分类号：

摘要：

The present study compared the effects of the cooperative learning model and the traditional learning model on academic achievement. The man questions included (1) which learning model is more effective on school achievement (2) which has more consistency effects during the follow-up phase. Experimental and control (intact classes) were selected and comprised 23 students each. In Phase 1, an educational subject was taught to both groups for 4 weeks. In phase 2, the experimental and control groups were instructed using cooperative learning model and traditional learning model, respectively for six weeks. In the final phase, both groups were instructed using traditional learning model, for 4 weeks. The results revealed significant differences between pre-test and post-test for the experimental group but not for the control group. In addition, significant differences were found between the two groups on phases 2 and 3. © 2007 Asian Network for Scientific Information.

引用

页码：137 / 140

页数：3

共 20 条

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