The Efficacy of Responsibility-Based Training Grounded in Choice Theory on the Academic Perseverance and the Quality of Learning Experiences of Students in the Experimental Field of Science

The aim of this research was to the effectiveness of responsibility education based on choice theory on academic sustainability and the quality of learning experiences of secondary school students in the experimental field.

The research method is of the type of applied objective and the type of quasi-experimental studies (pre-test-post-test with control group). The statistical population includes students in the second year of high school in the 2nd district of Karaj city, who studied in the academic year 2022-2023. Among them, 30 people were selected by the available sampling method and were placed in two experimental (15 people) and control (15 people) groups. The data collection tools were Martin and Marsh's academic sustainability questionnaire (2008), Newman's quality of learning experience questionnaire (1990), and the responsibility training package based on Ground Selection Theory. The experimental group was trained in the accountability package for 10 sessions, and the data were analyzed with SPSS version 26 software and multivariate covariance analysis.

The results showed a significant difference between the experimental and control groups regarding academic sustainability and the quality of learning experiences of the students of the second secondary level of the experimental field. Responsibility education based on choice theory increases academic persistence (p=0.001 and 24.743) and the quality of learning experiences (p=0.001 and 44.415).

According to the findings, it is concluded that the responsibility training package can have educational and practical implications for students in increasing academic sustainability and the quality of learning experiences.