Authors
1 Faculty member, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz
2 Master of Psychology, Educational, Shahid Chamran University of Ahvaz
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 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).
Keywords
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