The effect of interactive teaching model of E-learning on academic self-efficacy and social skills of female students

The aim of this study was to determine the effect of interactive teaching model of e-learning on academic self-efficacy and social skills of female elementary students. The research method is quasi-experimental. In the present study, due to the large statistical population, random sampling was performed and 30 people were selected as the sample and Garsham and Elliott (1999) social skills questionnaire and researcher-made academic self-efficacy questionnaire were performed on them. Then, by simple random number, this number was replaced in two groups of 15 people, one in the experimental group and the other in the control group. The experimental group was trained in interactive e-learning in one month and in 4 useful 45-minute sessions in the classroom, while the control group followed their usual daily schedule during this period and did not receive any educational intervention. After the training program, the questionnaire was administered to both groups again. Data analysis using analysis of covariance showed that attending classes based on the interactive teaching model of e-learning had a significant effect on the academic self-efficacy of female elementary school students. These results show that the interactive teaching model of e-learning has a positive and significant effect on social skills in the dimensions of: cooperation, assertiveness, self-control and empathy.