Comparing The Effectiveness Of Reverse Learning Model And Cooperative Learning On Students’ Belonging To The Secondary School

Today, with the virtualization of education, schools no longer have their former identity and the sense of belonging to the school among students is decreasing, so it is necessary to provide educational solutions to improve the sense of belonging to the school. Collaborative learning was carried out on belonging to the school of secondary school students. The present research method was semi-experimental in terms of practical nature and in terms of the intervention method. The research population was 60 second high school students of Sanandaj city, in two intervention groups and one control group. The research tools included reverse learning package (Mahmodi et al., 2023), GI cooperative learning package (Kazemi et al., 2022) and Brown and Evans (2002) sense of belonging to school questionnaire were used to analyze the effectiveness of the analytical test. Covariance was used. Based on the results of the educational intervention, the pattern of reverse learning and cooperative learning has a positive and significant effect on students' belonging to the school (sig<0.05). Also, the findings showed that there is a significant difference between teaching the reverse learning educational program and teaching based on cooperative learning on belonging to the school of students (sig <0.05). Reverse learning is more effective on belonging to the school than cooperative learning. Therefore, based on the results of education based on reverse learning, considering the increase of student involvement in class activities and strengthening the motivations of attending the classroom, it can be effective on belonging to the school of students.