Classroom Leadership Based on Cooperative Approach versus Traditional Teaching Method Effects on the Social Skills and Academic Self-Efficacy

Abstract

This study main aimed to compare the effect of classroom leadership based on the cooperative approach and the traditional teaching method on the social skills and academic self-efficacy in fifth grade students of Ahvaz (Iran). The study design was a semi-experimental pre-test-post-test with a control group. Participants were 30 fifth grade students who were selected using the accessible sampling method and were randomly assigned to cooperative and traditional teaching groups (15 students in each group). Gresham and Elliott (1990) social skills questionnaire and Jinks and Morgan (1999) self-efficacy questionnaire were used to collect data. Cooperative learning method was designed based on the Ellis and Wallen (2007) approach and implemented in the cooperative teaching group. In the second group, the traditional method was performed in the usual way of classroom. Covariance analysis was used in SPSS-23 software to analyze the data. The results indicated that there was a significant difference between the classroom leadership based on the cooperative group and the traditional teaching group in the effectiveness of social skills and its dimensions in students (0.05 >P). Also, according to the findings, there was a significant difference between the two groups in academic self-efficacy and its dimensions (P<0.05). Based on the findings, it can be concluded that classroom leadership based on a cooperative approach compared to traditional method can lead to the more improvement of students' social skills and academic self-efficacy.

Keywords

• cooperative approach
• traditional method
• social skills
• academic self-efficacy