Comparison of the effectiveness of teaching methods of group discussion and lecture on learning and satisfaction of students in teaching of religion and life courses in the secondary school students

Subject Areas : Research in Curriculum Planning

حسن اسلامیان ¹ , محمود سعیدی رضوانی ² , یونس فاتحی ³

1 - 1کارشناس ارشد برنامه ریزی درسی، دانشگاه فردوسی مشهد، مشهد، ایران
2 - 2دانشیار علوم تربیتی، دانشگاه فردوسی مشهد، مشهد، ایران
3 - 3کارشناس ارشد روان‌شناسی عمومی، دانشگاه فردوسی مشهد، مشهد، ایران

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2013-09-23

Keywords: satisfaction, group discussion, lecture, Learning, teaching, Studentschool,

Abstract :

The purpose of this study was to compare the effectiveness of discussion and lecture teaching methods, on the level of student's learning and satisfaction in the religion and life lesson in the secondary school students. It was used intact groups and four classes of the third year of secondary school in one of Shiraz schools in 2010-2011 about religion and life courses in the second semester. Two classes were selected as control groups for applying lecture method, and two other classes as experimental groups for applying group discussion method. Furthermore, for assessing student's level of learning, researcher-structured learning measurement scale was applied and for assessing students’ level of satisfaction, researcher-structured teaching satisfaction questionnaire was applied. The scale was included four dimensions. For analyzing the obtained data, descriptive and inferential statistics were used through SPSS software. The study suggested that the level of students learning at group discussion were significantly higher than lecture method. The level of students learning average at empirical sciences was significantly higher than the students of humanistic sciences average were. However, there was no existence of inter-action effect between field and method. There was no difference between the level of students satisfaction of teaching in the students of the two fields and there was no existence of inter-action effect between the field and method.