Comparison of the Effect of Collaborative and Individual Methods on Learning Ionic-Molecular Components of compounds based on Bloom's cognitive level

The purpose of the present study was to compare the effect of collaborative and individual methods on learning of ionic and molecular compounds of 9th grade experimental science based on Bloom's cognitive level. This study was quasi-experimental with pre-test and post-test design with a control group. The statistical population of the study consisted of female students studying in the junior high school in the education office district one of Khorramabad in the school year 97. The sample group consisted of 40 students who were selected in two separate classes by simple random sampling from four classes (one as experimental group and the other as control group). Prior to the implementation of collaborative teaching method, the two groups were tested by a researcher-made academic achievement test, which was designed and validated based on the 9th grade Experimental Science book. The results showed that the learning rate of students trained in collaborative learning was more than those who were trained individually. It was also found that using cooperative learning method was more effective on memorizing scientific information, understanding and comprehension of learning materials, and applying the content, but it was not more effective on analyzing power and curriculum evaluation.