The impact of cooperative learning on students’ science academic achievement, and test anxiety


1 (PhD), University of Tehran

2 MA at Educational Planning, University of Tehran

3 MA at Educational Research, University of Tehran


The main goal of this study was investigating the effect of cooperative learning on Samā guidance school first grade male students’ science academic achievement and test anxiety in the city of Tehran. For this purpose, a sample consisting of four classes (two classes as experimental group, two classes as control group) were selected using multi-stage random sampling method. Cooperative learning method for experimental group and conventional teaching method for the control group were used. Previous science knowledge of students was evaluated using a researcher-made scale of experimental sciences. After the implementation of teaching methods, academic achievement of students was determined using the same scale. Also, the rate of students’ test anxiety were measured, using test anxiety questionnaire TAI (Abolghasemi & Associates, 1375: 74-61). Data were analyzed, using multivariate analysis of covariance (MANCOVA). The results revealed a significant effect of cooperative learning on students’ science academic achievement and reducing test anxiety in the experimental group than control group. This result indicated the success of cooperative learning versus conventional teaching methods.