چکیده:
The present research was conducted with the aim of examining existing studies in the field of participatory learning and academic achievement. Participatory learning, which refers to the cooperation and collaboration of students in the educational process, can improve their performance and consequently their academic achievement by involving students in the teaching process. Cooperation in participatory learning provides a suitable environment for the growth of social skills and empathy with others, significantly reduces disruptive behavior, increases students' positive feelings toward each other and themselves, and increases individual responsibility for learning. Additionally, it increases students' sense of sympathy toward others, reduces intergroup tensions and aggressive and anti-social behavior, and has a noticeable impact on the quality of their moral judgment.
خلاصه ماشینی:
Collaborative learning, which refers to the cooperation and collaboration of students in the teaching process, can improve performance and consequently lead to academic achievement by engaging students in the educational process.
Cooperation in collaborative learning provides a suitable foundation for the growth of social skills and empathy with others, significantly reduces disruptive behavior, increases students' positive feelings toward each other and themselves, and enhances individual responsibility toward learning.
Generally, this term means the amount of an individual's academic learning in such a way that they can be studied within the general category of factors related to individual differences, school factors, and the education and training system (Dalir Nasser and Hosseini Nasab, 2015).
Many factors, including teaching methods, age, gender of teachers, and social, economic, and other factors, are effective in students' academic achievement (Hill, 1984).
One of these teaching models that can affect academic achievement as well as academic performance and other educational aspects of students is collaborative learning, which we will also examine in this article.
Slavin (1991) considers collaborative learning as a solution to deal with a multitude of educational problems and identifies it as a means to strengthen intellectual skills and enhance the level of learning, an alternative to grouping students based on their abilities, and a means to improve relationships between students of different races and prepare them to play a role in group activities (as cited in Mohammadi, 2013).
Comparing the effect of cooperative learning and concept mapping on the motivation and academic achievement of students, Master's thesis, Bu-Ali Sina University, Faculty of Economics and Social Sciences.
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