Comparing the Effectiveness of Reverse Learning Model and Cooperative Learning on the Academic Engagement of Secondary School Students

Abstract

Purpose: Considering the change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered education models, this research was conducted with the aim of comparing the effectiveness of the reverse learning model and collaborative learning on the academic engagement of secondary school students. Methodology: The current research method was semi-experimental in terms of practical nature and in terms of the intervention method. The research population was 60 secondary school students of Sanandaj city, who were selected in two intervention groups and one control group. The research tools included reverse learning package (Mahmoudi et al., 1402), GI cooperative learning package (Kazemi et al., 1401) and Rio academic engagement questionnaire (2013) were used, and multivariate covariance analysis was used to analyze the effectiveness. Based on the results of the educational intervention, the pattern of reverse learning and collaborative learning has a positive and significant effect on students' academic engagement (sig<0.05). Findings: Also, the findings showed that there is a significant difference between the effectiveness of the reverse learning educational program and cooperative learning-based education on students' academic engagement only in the cognitive engagement component (sig<0.05). Conclusion: Therefore, it can be concluded that the originality of the teaching method based on reverse learning can be one of the reasons for the effectiveness of reverse teaching compared to cooperative education, especially in the component of cognitive engagement.