مقایسه تأثیر روش تدریس مشارکتی مبتنی بر بحث گروهی و روش تدریس توضیحی مبتنی بر کنترل مستقیم، در پیشرفت تحصیلی دانش‌آموزان مراکز پیش دانشگاهی

Introduction: Teaching and learning are the most important factors affecting education. Different style of teaching have been used in different countries. This study aimed to compare the effect of lecture-based method versus group discussion method on the perception of achievement and satisfaction of pre-university students in Neka and Behshahr during 2010-2011 semesters . Methods: This was a quasi-experimental study. A questionnaire was developed to pre-test and post-test the perception of satisfaction and achievements of the participants in lecture-based teaching arm (n=138) and group discussion teaching arm (n=144). Overall, 282 participants were randomly selected from the pre-university students studying in Neka and Behshahr.. To assess validity and reliability of the questionnaires, test retest method and Cronbach alfa was measured (α=0.75) Results: There was a significant difference between the two methods. It was found that students were more satisfied with the lecture-based teaching method and their achievements were higher. Conclusion: Given the current university entrance exam is centralized and that there is limited infrastructure for group based learning is available, students perceived the lecture based method more satisfying. Concerning the content of the text books and existing evaluation system in pre-university level, it is suggested that policy makers consider the underlying causes of this preference which should be, according to the literature, the other way around.