The aim of the present study was analyzing the effects of interactive learning style on the self-efficiency of the students of Isfahan city girls' high school in mathematics 1 year 2013-2014. Accordingly, regarding the aim, the study was applied and the method of the study was quasi-experimental. The population of the study was all of the students of the high schools in Isfahan who were studying in the year 2013. Data collection instrument was the standard self-efficiency questionnaire of Scherer et al. which includes thirty items and five factors of self-efficiency including insight, concentrating on the purpose, mediating on the purpose, problem-solving, and self-evaluation. In order to determine the face and content validity of the questionnaire, the Delphi method was used. Using Cronbach’s alpha coefficient, the reliability of the instrument was measured as %82 that indicated that the measurement instrument had a suitable reliability. After collecting the data, they were analyzed through covariant, Levin’s test and SPSS software. The results indicated that in the posttest stage, there is difference between the experimental group and control group at the level of alpha p< 0.01. This shows that interactive style has positive effects on the concentrating on the purpose, mediating on the purpose, problem-solving skill, and the amount of self-evaluation factors but no effect was observed on the factor of insight.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
