EFFECTIVENESS OF CONCEPTUAL MAP, COOPERATIVE LEARNING AND TRADITIONAL TEACHING METHODS ON THE INCENTIVE TO PROGRESS AND ACADEMIC ACHIEVEMENT IN BIOLOGY COURSE

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ASHOURI JAMAL; KAJBAF MOHAMMAD BAGHER; MANSHAEI GHOLAMREZA; TALEBI HOUSHANG

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Paper Information

Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2014 | Volume:11 | Issue:14 (41) Page(s): 63-73

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Title

EFFECTIVENESS OF CONCEPTUAL MAP, COOPERATIVE LEARNING AND TRADITIONAL TEACHING METHODS ON THE INCENTIVE TO PROGRESS AND ACADEMIC ACHIEVEMENT IN BIOLOGY COURSE

Author(s)

ASHOURI JAMAL | KAJBAF MOHAMMAD BAGHER | MANSHAEI GHOLAMREZA | TALEBI HOUSHANG | Issue Writer Certificate

Keywords

CONCEPTUAL MAPQ2

COOPERATIVE LEARNINGQ2

TRADITIONALQ2

MOTIVATION ACHIEVEMENTQ2

ACADEMIC ACHIEVEMENTQ2

Abstract

The aim of this research was to investigate about the effect of CONCEPTUAL MAP, COOPERATIVE LEARNING and TRADITIONAL methods on the achievement of motivation and ACADEMIC ACHIEVEMENT in biology course. The statistical population included all of the male students in experimental field of Varamin suburbs. In a queasy-experimental study, 60 students were selected by multi-step cluster sampling method and randomly assigned into three groups. The experimental groups separately had 15 sessions of education by CONCEPTUAL MAP and COOPERATIVE LEARNING methods and the control group was educated by TRADITIONAL method. All of the groups completed the Hermans’s achievement motivation questionnaire (1970) and the teacher-made test as the pre-test and post-test. The data was analyzed by multivariate analysis of variance (MANOVA). The findings showed that CONCEPTUAL MAP method unlike TRADITIONAL method led to increase achievement of motivation and ACADEMIC ACHIEVEMENT. Also, COOPERATIVE LEARNING method unlike TRADITIONAL method led to increase ACADEMIC ACHIEVEMENT, but between them in achieving motivation, there were no significant differences. In addition, CONCEPTUAL MAP method comparing with COOPERATIVE LEARNING method led to increase ACADEMIC ACHIEVEMENT, but there were no significant differences between them in achieving motivation (p<0.05). Therefore, CONCEPTUAL MAP method was more effective than COOPERATIVE LEARNING and TRADITIONAL methods.

Cites

THE MEDIATING ROLE OF RESILIENCY IN RELATIONSHIP BETWEEN FAMILY COMMUNICATION PATTERNS AND ACHIEVEMENT MOTIVATION

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APA: Copy

ASHOURI, JAMAL, KAJBAF, MOHAMMAD BAGHER, MANSHAEI, GHOLAMREZA, & TALEBI, HOUSHANG. (2014). EFFECTIVENESS OF CONCEPTUAL MAP, COOPERATIVE LEARNING AND TRADITIONAL TEACHING METHODS ON THE INCENTIVE TO PROGRESS AND ACADEMIC ACHIEVEMENT IN BIOLOGY COURSE. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 11(14 (41)), 63-73. SID. https://sid.ir/paper/127277/en

Vancouver: Copy

ASHOURI JAMAL, KAJBAF MOHAMMAD BAGHER, MANSHAEI GHOLAMREZA, TALEBI HOUSHANG. EFFECTIVENESS OF CONCEPTUAL MAP, COOPERATIVE LEARNING AND TRADITIONAL TEACHING METHODS ON THE INCENTIVE TO PROGRESS AND ACADEMIC ACHIEVEMENT IN BIOLOGY COURSE. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2014;11(14 (41)):63-73. Available from: https://sid.ir/paper/127277/en

IEEE: Copy

JAMAL ASHOURI, MOHAMMAD BAGHER KAJBAF, GHOLAMREZA MANSHAEI, and HOUSHANG TALEBI, “EFFECTIVENESS OF CONCEPTUAL MAP, COOPERATIVE LEARNING AND TRADITIONAL TEACHING METHODS ON THE INCENTIVE TO PROGRESS AND ACADEMIC ACHIEVEMENT IN BIOLOGY COURSE,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 11, no. 14 (41), pp. 63–73, 2014, [Online]. Available: https://sid.ir/paper/127277/en

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