In today's modern world, the intellectual and critical health of any society depends on educating students with high thinking power and strong media literacy. The purpose of this research is to investigate learning methods at four different levels in the framework of th
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In today's modern world, the intellectual and critical health of any society depends on educating students with high thinking power and strong media literacy. The purpose of this research is to investigate learning methods at four different levels in the framework of the classification of Differentiated Overt Learning Activities (DOLA) on the academic engagement of students' thinking and media literacy. The main question is whether education within in the framework of the classification of Differentiated Overt Learning Activities (DOLA) (passive, active, constructive, interactive learning levels) on the academic engagement of students' thinking of 10th grade male students.The research method is semi-experimental and pre-test-post-test design with a control group. The statistical population included all the 10th grade male students of public high schools in the city of Miandoab in the academic year of 2015-2016. 117 people (30 people control group, 28 people interactive level, 30 people constructive level, 29 people in the active level) were randomly selected as a sample. Tinio's (2009) academic engagement questionnaire was used to measure academic engagement scores. All groups were trained for 8 sessions. After collecting the data, one-way covariance test (ANCOVA) and Bonferroni pairwise comparison were used using SPSS software. The results showed that education in this framework (DOLA) has a positive and significant effect on the academic engagement of thinking and media literacy. The interactive level compared to other groups had the highest positive difference with the rest of the groups, and then they were placed in constructive, active and passive levels respectively.
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