Comparing the effectiveness of group Exploring Training and Conceptual Learning on Academic emotions Elementary School 5th Grade Boy Students

The comparison of the effectiveness of exploratory group training and conceptual learning in the science lesson on the academic emotions of fifth-grade male students in Kiyar city. The research method was semi-experimental with a pre-test-post-test design and a control group with a follow-up period of one month. The statistical population of the research was fifth-grade male students of Kiyar City in the academic year 2020-2021. The research sample consisted of 75 students who were selected by purposive sampling method and randomly placed in three group training: exploratory, conceptual, and proof. The data were collected using the academic emotions questionnaire (2005) by Pekaran et al. (AEQ) and analyzed by variance analysis with repeated measurements. The results showed that the main effect of the group was reported for the group of exploration and concept learning in positive and negative academic emotions (P<0.05); Also, the main effect of the three stages of pre-test, post-test, and follow-up in the variables of positive and negative academic emotions in the group of exploration and conceptual learning was also reported to be significant. The size of the effect also showed the effect of 88% and 84.2% of exploratory intervention and conceptual learning on academic emotions, respectively. It can be concluded that exploratory group training and conceptual learning were effective on academic emotions and there is no difference between the effectiveness of exploratory group training and conceptual learning on academic emotions.