The Effect of Cooperative Learning on Academic Achievement and Self-efficacy of Elementary School Students

Abstract

This survey has been done due to study the effect of cooperative learning on academic achievement of History and self-efficacy of elementary school students in Bandar Abbas. This semi-experimental survey has been done with a pre-test and post-test control group. All the male elementary students of Bandar Abbas were the participants of statistical population of this survey. The sample group of the survey consisted of 50 male students of the 5th grade among which 25 were for the test and 25 were for the control group. The test group was educated cooperatively and the control group was educated traditionally. The needed data for student’s academic achievement was obtained from two equal academic achievement tests; one of which as a pre-test and the other as a post-test. Also, Wilrod’s self-efficacy questionnaire was used as a pre-test and post- test in order to measure the self-efficacy of students. Using co-variance index as an analyzer, the results were shown that cooperative learning has effect on the academic achievement of History and self-efficacy of elementary students (P> 0.5, N=50) (F= (1.48) = 0.121). To recapitulate, cooperative learning method is more efficient than traditional method and the students who were educated by cooperative method showed more academic achievement and self-efficacy. Keywords: academic achievement, cooperative learning method, self-efficacy