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ORIGINAL ARTICLE
Year : 2018  |  Volume : 4  |  Issue : 1  |  Page : 6-11

The effectiveness of cooperative teaching method in mental health subject on the dimensions of emotional intelligence and academic achievement


Department of Psychology, Islamic Azad University of Isfahan, Isfahan, Iran

Correspondence Address:
Dr. Zohre Saadatmand
Department of Psychology, Islamic Azad University of Isfahan, Khorasgan Branch, Isfahan
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jepr.jepr_77_16

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AIM AND PURPOSE: The aim of the study was to investigate the effect of cooperative teaching in mental health subject on the dimensions of emotional intelligence and academic achievement of students in vocational high schools in the education district 5 in Isfahan in the academic year 2015–2016. METHODS: The method of the study was quasi-experimental, and the sample consisted of two classes of 15 people (totally thirty students) who were selected by random sampling to participate in the study (study population consisted of two vocational schools, each of which has a class of 15 people). Then, the selected sample was randomly divided into two groups of experimental and control. The experimental group received the cooperative learning. Data collection tools were the achievement test consisting of twenty questions according to Bloom's taxonomy of objectives in cognitive domain and the scale of Bar-On Emotional Intelligence (1980) youth version consisting of ninety questions and five subscales (general mood, interpersonal skills, intrapersonal skills, adaptability, and stress management). The Cronbach's alpha reliability for the questionnaire of emotional intelligence was 0.78. RESULTS: Data analysis was doneon two levels of descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (ANCOVA). The results showed that there was a significant difference at the level of P < 0.05 between academic achievement and emotional intelligence in groups. DISCUSSION AND CONCLUSION: Also, there was no significant difference at the level of P < 0.05 between groups in subscale scores in the dimensions of intrapersonal, stress management, and emotional intelligence. In addition, there was a significant difference at the level of P < 0.05 between groups in subscale scores in the dimensions of interpersonal, adaptability, and general mood level of emotional intelligence.


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