safieh janbaz laily; fereshteh golparvar; abbas sadeghi
Abstract
The aim of this study was to investigate the effectiveness of problem-solving and communication skills training in the classroom on the academic excitement of high school students based on the ability-based approach. The research method was quasi-experimental research with pre-test-post-test design. ...
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The aim of this study was to investigate the effectiveness of problem-solving and communication skills training in the classroom on the academic excitement of high school students based on the ability-based approach. The research method was quasi-experimental research with pre-test-post-test design. The statistical population of the study included 600 female high school students in Langrud city in the academic year of 1998-99. From this population, 80 people were selected as the subjects of the control and experimental groups using random cluster sampling method.The Pekran (2005) Academic Emotion Questionnaire and the Connor David Sean (2003) Equity Questionnaire were used to collect research information. The subjects in the experimental group were trained in problem-solving and communication skills in class in 12 sessions of 70 minutes. Data were analyzed by analysis of covariance. The results showed that teaching problem-solving and communication skills in the classroom has different effects on the negative and positive academic emotions of the students in the experimental group. The findings of this study show how using the training of different skills such as problem solving in challenging school situations and more effective interaction with teachers and peers, can affect the emotional dimension of teaching and learning in the classroom.
