Volume 4, Issue 3 (September 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(3): 410-421 | Back to browse issues page


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Rafiei Taba Zavareh S E, Bagheri N, Sabet M. Effectiveness of Cooperative Learning on Math Anxiety, Academic Motivation and Academic Buoyancy in High school Students. Iranian Evolutionary and Educational Psychology 2022; 4 (3) :410-421
URL: http://ieepj.hormozgan.ac.ir/article-1-423-en.html
1- PhD student, Department of Educational Psychology, Roodehen Branch, Islamic Azad University, Roodehen, Iran
2- Department of Educational Psychology, Roodehen Branch, Islamic Azad University, Roodehen, Iran
Abstract:   (477 Views)
The present study aimed to examine the effectiveness of cooperative learning on math anxiety, academic motivation and academic buoyancy in female high school students. The current research is a pretest-posttest follow-up semi experimental design with a control group. Participants were 30 students selected by purposive sampling and randomly assigned to experimental and control groups. Experimental group received cooperative learning intervention (math book contents) in 10 sessions in five weeks and control group was taught by using traditional method (lecture method) during this period. Data collection tools included Plake and Parker Mathematics Anxiety Rating Scale (1982), Harter Academic Motivation Scale (1981) and Hosseinchari and Dehghanizadeh Academic Buoyancy (2012). Analysis of variance with repeated measures and Bonferroni post hoc test were used to examine the hypotheses. The results indicated there is a significant difference between experimental and control group in math anxiety, motivation and academic buoyancy (P < .01). According to results, the cooperative learning improved motivation and academic buoyancy and reduced levels of math anxiety in experimental group. Consequently results supported the impact of cooperative learning in improving motivational outcomes and reducing the negative emotions in high school students.
Full-Text [PDF 539 kb]   (113 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/11/17 | Accepted: 2022/03/18 | Published: 2022/09/1

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