The Impact of Concept Attainment Teaching Model and Mastery Teaching Method on Female High School Students' Academic Achievement and Metacognitive Skills
Golnaz Ostad1, Javad Soleymanpour2
|Related article at Pubmed, Scholar Google|
The objective of current study is the impact of concept attainment teaching model and mastery teaching method on high school female students' Academic achievement and metacognitive skills in Rezvanshahr city (Guilan,Iran). A research method has been a quasi-experimental through pre-test and post-test with two experimental groups and one control group. Statistical population included high school female students in Rezvanshahr city in 2012- 2013 year. To do this study, three classes were selected by multistage sampling method, among students were randomly selected 45 students and were assigned randomly in groups of concept attainment teaching, mastery teaching and also control group that were used traditional teaching methods. Tools used include student academic achievement scores and metacognitive skills questionnaire. The validity of the questionnaire was confirmed by experts and its reliability by using Cronbach's alpha (0/79) was calculated. In order to analyze the data is used methods of descriptive statistics and inferential statistical such as multivariate covariance analysis (MANCOVA) and Posttest L matrix. Statistical analysis was performed by using SPSS software. Results showed that there is significant difference between experimental groups of concept attainment and mastery with control group and this difference have been due to mean adjusted to profit of experimental group (ETA=0/628 ÃÂP= 0/000 ÃÂF(4&78)=32/851), according to findings of both methods of concept attainment teaching and mastery teaching with equal conditions affect academic achievement and metacognitive skills of students and thus these methods can be used to enhance student academic achievement and metacognitive skills in the classroom.