A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

Autor/inn/en	Mohammadjani, Farzad; Tonkaboni, Forouzan
Titel	A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level
Quelle	In: International Education Studies, 8 (2015) 9, S.107-112 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Teaching Methods; Cooperative Learning; Questionnaires; Test Reliability; Test Validity; Lecture Method; Comparative Analysis; Elementary School Students; Student Attitudes; Science Teachers; Science Instruction; College Faculty; Boards of Education; Foreign Countries; Grade 5; School Districts; Computer Software; Gender Differences; Instructional Effectiveness; Iran + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Fragebogen; Testreliabilität; Testvalidität; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Ausschuss; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School district; Schulbezirk; Geschlechterkonflikt; Unterrichtserfolg
Abstract	The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population included 120 students (60 female and 60 male) of fifth grade elementary school that were selected randomly. The research method was semi-experimental and the research tools included a 40-item exam aimed at evaluating the students' learning level and also a questionnaire aimed at measuring student's satisfaction level that included 25 items. Validity was calculated by asking 14 educational science professors and 12 members of the board of education to examine the content of the items. The reliability of the test was confirmed through retesting (r = 0.88). For data analysis, t-test and variance analysis were used by utilizing SPSS software. The results showed that the cooperative learning teaching method has a higher effect on students learning than the lecture teaching method. Also the results showed that the cooperative learning method results in higher satisfaction in students that the lecture teaching method. Female students had higher satisfaction and learning levels in cooperative learning teaching method than male students did. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01