Comparing the Effects of Teaching based on the Learning cycle model, Collaborative method and usual method on the level of Academic Engagement and Attitude towards Learning in Experimental Sciences course for Eighth grade boys

This research was conducted with the aim of comparing the effects of education based on the learning cycle model, collaborative method and usual method on the level of academic engagement and attitude towards learning in the eighth grade experimental sciences course for boys. This research was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of the research included all eighth grade male students of the first year of high school in the academic year 1400-1401 in Gilan Gharb city, and 60 of them were selected as the research sample using the available sampling method. In order to collect data, Tinio's academic engagement questionnaire (2009) and Ekpiner et al. attitude towards science learning questionnaire (2009) were used. Also, multivariate analysis of covariance test was used to analyze the data. The results obtained from this research showed that after training based on the learning cycle method, the level of academic engagement and attitude towards learning of the group trained based on the learning cycle model had a significant decrease compared to the usual method in the post-test stage, and in other words, training based on the cycle model Learning compared to the usual method is more effective on the level of academic engagement and attitude towards learning in experimental sciences. According to the results of this research, it can be said that both the learning cycle intervention approach and the collaborative method have been effective in increasing academic engagement compared to the usual method, and the learning cycle intervention approach has been more effective than the collaborative method.