A Comparative Study of Participatory Learning Technique (Cooperation) and Monologue Method on the Motivation and Educational Achievement in the Course of Religion and Life

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Kiani Zahra; Farz Ali Fatima

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Journal Paper

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Journal: Research Quarterly Of Islamic Education and Training Year:2023 | Volume:4 | Issue:4 Page(s): 67-86

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Title

A Comparative Study of Participatory Learning Technique (Cooperation) and Monologue Method on the Motivation and Educational Achievement in the Course of Religion and Life

Author(s)

Kiani Zahra | Farz Ali Fatima | Issue Writer Certificate

Keywords

Group Participation Monologue Motivation Educational Achievement Religion and Life Course Teaching Method Female Students Mah Valāt

Abstract

The purpose of the present research is to study the effectiveness of participatory learning techniques (cooperation) compared to monologue methods on the motivation and students’ educational achievement in the course of Religion and Life. The research method is semi-experimental using pre and post-test with a control group. The research statistical population consists of female students in the 2nd grade of high school in Mah Valāt. 104 students were chosen from Hazrat Hojjat high school using the convenience method, among whom an experimental group (26 members) and a control group (26 members) were chosen as the sample. Data collection instruments were 2 questionnaires of Pham and Taylor Academic Performance Scale and Harter’s Motivation Scale as well as course assessment after each method of teaching. For data analysis, SPSS, multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance were used. The results indicate that based on statistical analysis, teaching the course of Religion and Life by a participatory method has a significant effect on the variables of students’ motivation and academic performance. This effect significantly increased variables of motivation and academic performance in the experimental group compared to the control group. With respect to Eta coefficient, it can be said that 52. 7% and 43. 5% of the difference in the average of moderated scores after post testing the variables of motivation and academic performance in the experimental and control group is attributed to the participatory learning and teaching method. The courses that are taught based on monologue methods decrease the students’ motivation and their academic performance. As a result, they don’t show interest in learning and fail in education. However, the research results show that if teachers make use of new methods in their teaching, it leads to the improvement of students’ motivation and betterment of their academic performance. Since it is required to adopt active teaching methods like participatory learning technique (cooperation) to teach the book of Religion and Life, it is recommended that some in-service-training classes be held for teachers to acquire new and active teaching methods in this regard.

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