:: Volume 6, Issue 4 (2021) ::
qaiie 2021, 6(4): 81-102 Back to browse issues page
Effectiveness of Teaching through Peers in Motivational Beliefs and Learning the Heavenly Messages Course of Six Grade Male Students in Farahan City in the Educational Year of 2019-2020
Hossien Rahmanitirkalai1, Morteza Farahani, Mahdieh Farahani, Bahman Yasbalolaghi
1- payam noor , com rahmanitirkalai1391@yahoo.com
Abstract:   (868 Views)
Purpose: Considering the necessity of improving the process of learning and motivating learners through the use of modern and cooperative teaching methods, the present study was conducted with the aim of studying the effectiveness of teaching through peers in motivational beliefs and learning the Heavenly Messages course of six grade male students in the educational year of 2019-2020.
 Methods: In this research, the quasi-experimental method and pretest/ post-test design with control group were used. The population of this study was composed of all six grade elementary school female students in Farahan city. 35 students from one class were selected randomly as sample of the study. They were divided randomly into experimental and control groups. The control group was taught through lecture method and the other group through peers. The data were analyzed by using covariance test and version 24 of SPSS software. The data collection tools were teacher-made test and questionnaire of motivational beliefs of Pintrich et al.
 Findings: considering the results of the statistical analysis, teaching through peers had a significant effect on students' motivational beliefs and learning (p<0/05).
Conclusion: It can be concluded that teaching through peers has remarkably increased students' learning and motivational beliefs. Therefore, this method, if used correctly, can encourage students to learn more and better.
Keywords: peer teaching method, teaching, learning, motivational beliefs
Full-Text [PDF 1389 kb]   (554 Downloads)    
Type of Study: Research | Subject: Special- quantitative
Received: 2021/07/24 | Revised: 2022/02/19 | Accepted: 2022/01/16 | Published: 2022/01/30 | ePublished: 2022/01/30
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