The comparison of the Effect of Reciprocal Education and Direct Explanation on Problem -Solving Skills and Educational Self-Concept of Female Students

Document Type : Original Article

Authors

1 psychology department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

2 Associate professor of Islamic Azad University of Shahrekord

3 Assistant professor of Islamic Azad University of Shahrekord, psychology department

4 member of faculty and assistant professor of Islamic Azad University of Shahrekord, psychology department

Abstract

The aim of the present research is to investigate the comparison of effectiveness of reciprocal education and direct explanation on solving problem skills and educational self-concept of female students studying at fifth grade in Shiraz City. The present study is semi-experimental study that 34 students were selected using cluster sampling method out of female students skills studying at fifth grade. The research tools included questionnaires of solving problem skills and educational self-concept. Data using multivariable analysis of variance using SPSS-2 software were analyzed. The results showed that reciprocal education and direct explanation had significant effect on raising solving problem silks. Also, reciprocal education and direct explanation had significant effect on raising educational self-concept (0.51 (Partial ŋ2، 0.0001=p /53.15=F). Also, the amount of effectiveness of reciprocal education obtained were more than direct explanation in solving problem skills and educational self-concept of the students (p>0.05). The present research showed that reciprocal education and direct explanation promote the amount of solving problem skills and educational self-concept of the students. Therefore, students in reciprocal education and direct explanation processes (Especially in reciprocal education) learn to act efficiently toward problem solving in the learning process and in this way, they develop some amount of solving problem skills and educational self-concept.
 

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