Abstract:
In the present study, the 'participatory teaching method through electronic learning environment' was compared with the 'lecture method,' and their impact on creativity and academic progress was investigated. This study was conducted using an experimental method with a pre-test and post-test design involving a control group. The statistical population of the research included all male students in the second year of secondary education at the art high school in Islamabad-e Gharb county who were studying in the 1394-1395 academic year. The statistical sample included 30 male students in the second year of secondary education (15 in the experimental group and 15 in the control group), whose information was obtained through convenience sampling. The Torrance Creativity Test and a test designed by the researcher were the tools of this research. The validity of the tools was examined through the internal consistency method, which was 81% for the creativity questionnaire. The reliability of the test was obtained through the retest method, which was 86% for fluency, 84% for originality, 86% for flexibility, and 79% for elaboration. Additionally, the reliability for the academic achievement questionnaire was 84% through the retest method. SPSS version 16 was used to perform statistical calculations, and the analysis of covariance test was used to examine the research hypotheses. The results from the data analysis showed that the creativity and academic progress of the experimental group students significantly increased compared to the control group with a 95% confidence interval. Based on the results of the present research, the participatory learning teaching method through an electronic learning environment is an effective and positive component for students' creativity and academic progress; therefore, this matter should be considered in educational measures.
Machine summary:
Based on the results of the present research, the collaborative learning teaching method through electronic learning environment is an effective and positive component on the creativity and academic achievement of students; therefore, attention should be paid to this matter in educational measures.
In this regard, although similar studies have been conducted, there is still no research that has directly compared the collaborative teaching method through an electronic learning environment with the lecture method and investigated its impact on creativity and academic progress.
The present research seeks to answer this fundamental question: can the collaborative teaching method through an electronic learning environment have an effect on the creativity and academic progress of users?
Therefore, the hypotheses of this research are: - The collaborative teaching method through an electronic learning environment, compared to the lecture method, has a greater effect on the level of fluency in students' thinking.
- The collaborative teaching method through an electronic learning environment, compared to the lecture method, has a greater effect on the level of students' creativity.
Additionally, the researcher had designed a test for the academic achievement of both groups, which was used to measure the individual's level of mastery over the instructional content and their learning in each of the collaborative learning in an electronic environment and lecture methods.
Discussion and Conclusion The present research was conducted with the aim of investigating and comparing the collaborative teaching method through an electronic learning environment with the lecture method and its effect on creativity and academic achievement.
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