The Effect of Cooperative Teaching Based on Students’ Active Participation on Learning Level in the Paramedical Faculty of Alborz University of Medical Sciences

Sadati , Leila; Pazouki, AbdolReza; Golchin, Ehsan; Mehdizadehkashi, Abilfazl; Pishgahroudsari, Mohadeseh; Tamannaie, Zeynab

Volume 1, Issue 2 (9-2013) mededj 2013, 1(2): 46-52 | Back to browse issues page

Mendeley

Zotero

RefWorks

Sadati L, Pazouki A, Golchin E, Mehdizadehkashi A, Pishgahroudsari M, Tamannaie Z. The Effect of Cooperative Teaching Based on Students’ Active Participation on Learning Level in the Paramedical Faculty of Alborz University of Medical Sciences. mededj 2013; 1 (2) :46-52
URL: http://mededj.ir/article-1-37-en.html

The Effect of Cooperative Teaching Based on Students’ Active Participation on Learning Level in the Paramedical Faculty of Alborz University of Medical Sciences

Leila Sadati

, AbdolReza Pazouki

, Ehsan Golchin

, Abilfazl Mehdizadehkashi ^*

, Mohadeseh Pishgahroudsari

, Zeynab Tamannaie

Iran University of Medical Sciences

Abstract: (14990 Views)

ABSTRACT BACKGROUND AND OBJECTIVE: Learning is a process that is related to several interactive factors and variables. The most important factors includes: readiness, motivation and teaching method. Active participation of students is one of the most effective factors in motivating and increasing the learning level. The present study was conducted to compare the effects of two different teaching methods (traditional versus a new method based on active participation of the students) on the learning level of the surgical technology students in one of their specific courses. The study was performed at the Paramedical Faculty of Alborz University of Medical Sciences in 1390. METHODS: In this semi-experimental study, 25 second semester surgical technologist students were participated. The contents of the book (10 chapters) were divided into two parts. For the first 5 chapters, teaching and designing of questions for the final exam were done by the lecturer (group A), however the students cooperatively participated in teaching of other chapters and designed a number of questions, some of them were (randomly) selected for the final exam (group B). Students’ scores in both groups were analyzed using Paired-Samples T test. FINDINGS: The students, mean scores in the questions designed by themselves (group B) and by lecturer (group A) were 18.44±1.47 and 16.24±1.71, respectively. The difference is statistically important (p<0.001). CONCLUSION: Although, both teaching methods improved students’ learning, the results indicated that the active participation of the students my be an effective way to increase their learning level and acquiring higher scores.

Keywords: Educational model, Teaching, Collaboration, Learning

Full-Text [PDF 238 kb] (4660 Downloads)

Type of Study: Research | Subject: Special
Received: 2013/06/9 | Accepted: 2013/08/27 | Published: 2013/09/22