The effect of collaborative teaching on the academic involvement of sixth grade male students in experimental science course in district 14 of Tehran compared to traditional teaching

Academic involvement is one of the important factors to determine the failure or progress of students in schools, and on the other hand, teaching methods can also affect this and overshadow the level of academic involvement. The purpose of this research is to investigate the effect of cooperative teaching method on academic engagement. This research is quantitative and experimental, and the sample was selected by a simple random method in the amount of 60 male students of the sixth grade in district 14 of Tehran city, who were trained in two groups, cooperative and traditional, for 4 weeks. After comparing the pre-test and post-test by means of the academic involvement questionnaire in these two groups and performing the covariance analysis test to check the effect of the pre-test, the significance level of which was confirmed. And continuous T-tests and independent groups were used to compare both groups, as a result of which it was found that there is a significant difference between the students who were trained with the collaborative method compared to the students who were trained with the traditional method.