tohid ashrafzade; JAVAD mesrabadi; behboud yarigholi; siavash sheikhalizade
Abstract
IntroductionAcademic performance includes the acquisition of a set of skills and abilities. Academic performance is a complex phenomenon influenced by the interaction of various factors. Cooperative learning is one of these factors. Cooperative learning is considered as some method related to the organization ...
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IntroductionAcademic performance includes the acquisition of a set of skills and abilities. Academic performance is a complex phenomenon influenced by the interaction of various factors. Cooperative learning is one of these factors. Cooperative learning is considered as some method related to the organization of classroom instruction to achieve common learning goals via cooperation. Over the few last decades, many researchers have examined the effect of cooperative learning on academic performance, which yielded different results. This study aimed to analyze and combine the results of the performed studies in this field in order to reach a general conclusion, resolve the existing contradictions, and discover possible moderators. MethodThe present study was conducted by meta-analysis method. The statistical population was all research published in a scientifically valid journal in the country that was available in computer databases (Irandoc, SID, Magiran, Noormags) and was available in related studies between 1997-2022. Using the purposive sampling method and extensive search based on the specified keywords (Teaching methods, Cooperative learning, Academic performance, Academic progress) and applying entry and exit criteria, 200 studies were selected as a sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. ResultsFrom selected studies as a sample, in total, 258 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 241 effect sizes. The value of the “fail-safe N” statistic was obtained at 12040, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size was calculated at 0.893 in the fixed model and 1.133 in the random model. Both models were statistically significant (p<0.001). As the effect sizes were heterogeneous, gender, type of sample, type of cooperative learning, type of course, and year of research were examined as the moderator variables. The results indicated that the effect size of cooperative learning on academic performance is in males more than females, in elementary students more than others, in student teams achievement division (STAD) instruction more than other types, and in social science courses more than other courses. The results of the research showed that the year of studies has a very small contribution to explaining the heterogeneity. DiscussionThe results of the study showed that cooperative learning had a significant effect on academic performance. It has been assumed that cooperative learning is one of the most important factors or predictors for learners to achieve learning success.
Educational Management
maryam nabavi; aliakbar aminbeidokhti; sakineh jafari
Abstract
Future developments of the country in terms of economic, social, cultural and political fields depend on students’ competencies and the programs offered by higher education and extending and improving the learning and teaching are the most important priorities of higher education. In this regard, ...
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Future developments of the country in terms of economic, social, cultural and political fields depend on students’ competencies and the programs offered by higher education and extending and improving the learning and teaching are the most important priorities of higher education. In this regard, one of the most important elements of higher education and universities is faculty members who play a decisive and undeniable role in achieving the goals and missions of higher education in quantitative and qualitative terms, so, examining their qualifications and competencies in different dimensions especially in the field of teaching and the impact they can have on improving the quality of learners’ learning and their achievements of education is very necessary. Accordingly, the aim of the present study is to examine the mediating role of cooperative learning in relation with teaching qualification and professional competence of faculty members with the students’ academic achievement at Semnan University. Method present study is regard, purpose is practical and is regard method of data collection, it is considered as descriptive-correlational. The statistical population of the study consisted of all B.A and M.A students (16,000 people) of Semnan University in the academic year 1394-95 of which 260 people were selected as the sample of the study using cluster sampling method (179 B.A students and 81 M.A students). All of them completed faculty members’ teaching qualification (Robert et al, 2009), faculty members’ professional competence (Robert et al, 2009), cooperative learning (Moghimi & Ramezani, 2013) and students’ academic achievement (Pace & Kuh, 2000) scales. The data were analyzed by using statistical correlation techniques and path analysis after the validity and reliability of the scales were assessed. Based on the purpose of the study, the following hypothesis was considered and followed up. Teaching qualification and professional competence of faculty members with the mediation of cooperative learning have an indirect and significant effect on students’ academic achievement. Results The findings showed that there is a significant positive relationship between teaching qualification, professional competence of faculty members, cooperative learning and students’ academic achievement. Teaching qualification of faculty members has an indirect and significant effect on students’ academic achievement with the mediation of cooperative learning, but the direct effect is not significant. Professional competence of faculty members has a direct and significant effect on students’ academic achievement but it does not have an indirect and significant impact on students’ academic achievement with the mediation of cooperative learning. Teaching qualification and professional competence of faculty members and cooperative learning explain 18% of variance of students’ academic achievement. Discussion The results of this study indicated the importance of paying attention to the teaching qualification and professional competence of faculty members and cooperative learning in increasing the students’ academic achievement. The use of question generation techniques in implementation of teaching, assessment of students’ knowledge, insight and skills in accordance with teaching objectives; challenging students in relation to teaching activities; using appropriate evaluation methods and providing proper learning opportunities by faculty members can improve students’ professional achievements. Also, fostering students’ mental achievement by faculty members through supporting students in solving problems associated with the lesson, challenging students’ ideas on educational activities; using different resources to improve educational activity, and students support in order to find suitable educational resources can also be another reason for the findings of this study.
A. Neissi; B. Najarian; M. Sheikhiani
Abstract
The present research was designed to compare the effects of cooperative learning and traditional instruction on students’ academic performance, retention, achievement motivation and self- concept. An experimental field research method was employed. The target population of the study comprised Bushehr ...
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The present research was designed to compare the effects of cooperative learning and traditional instruction on students’ academic performance, retention, achievement motivation and self- concept. An experimental field research method was employed. The target population of the study comprised Bushehr City high school students, and the sample consisted of 77 subjects randomly selected from the aforementioned population. Subjects were randomly divided into two groups: the cooperative and traditional learning groups. The instruments used in this study were: 1) A purpose -designed scale made for the measurement of learning and retention of both groups on Islamic Insight Book, 2) Giselle Achievement Motivation Scale for the measurement of achievement motivation, and 3) Rogers’ Self-Concept Scale for the measurement of students’ self-concept. Results showed significant differences between the two groups. More specifically, the Cooperative Learning Group performed significantly better than the Traditional Leaning Group in all indices (e.g., academic performance, retention, achievement motivation, and self-concept).
