چکیده:
The main objective of the present research is to compare the impact of the group discussion teaching method with the lecture teaching method on the academic achievement and communication skills of students at Isfahan University. The research method is quasi-experimental. Four classes were selected for the implementation of the research: two classes as the control group and two classes as the experimental group. During one academic semester, the group discussion method was implemented in two classes and the lecture method was implemented in the other two classes. Finally, the academic achievement test scores and communication skills test scores of both groups were compared. Data were analyzed using Analysis of Covariance (ANCOVA), MANOVA, and independent t-tests. The results of the research showed that, overall, the group discussion teaching method in five-person groups is more effective in increasing academic achievement and communication skills of students than the lecture method. Furthermore, the third hypothesis of the research regarding the academic achievement of students was confirmed, in that the group discussion method was more effective for boys than for girls; however, this hypothesis was rejected regarding communication skills.
خلاصه ماشینی:
Faculty Members of University of Isfahan Abstract The main objective of the present research is to compare the extent of the impact of the group discussion teaching method with the lecture teaching method on the academic achievement and communication skills of University of Isfahan students.
The results of the research showed that overall, the group discussion teaching method in the form of five-member groups is more effective in increasing academic achievement and also the communication skills of students than the lecture method.
In this research, the extent of the impact of the traditional teaching method of the lecture type compared to one of the active teaching methods, namely the group discussion method in the form of five-member groups, on the academic progress and social or communicative skills of students is addressed.
Research Background In a study conducted by Botelho & Odonnell (2001), they concluded that the group discussion teaching method of the small group type can lead to the creation of an active learning environment for all students, at any level of intelligence or mental ability.
Research Findings Hypothesis 1: There is a significant difference between the level of impact of the group discussion teaching method and the lecture method in increasing the academic achievement of students.
The general results of the present research showed that between the extent of the impact of the method lecturing and the group discussion teaching method, there is a significant difference in academic achievement on one hand, and in communication and social skills on the other.
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