Comparing the Efficiency of Successful Intelligence-based and Conventional Education Methods on Cognitive and Affective Efficiency of Student Teacher's Learning

This study aims to compare the efficiency of successful intelligence-based education and conventional education on cognitive and affective efficiency of student teachers’ learning. To this end, 112 participants were selected from among student teachers of Ardabil Farhangian University based on purposeful sampling. Data were collected through an academic performance researcher-made questionnaire and McCoach DB, Siegle D. Attitude Test (2003) which are both valid and reliable and were analyzed via multivariate covariance analysis. Findings revealed that there is a significant relationship between the efficiency of successful intelligence-based education and conventional education on cognitive and affective efficiency of student teachers’ learning (perception, analysis skills, creative skills, practical skills, self-educating perception, and attitude to the teacher and class); but in attitude to the university, There is not any significant relationship between motivation/ self-regulation and target valuation. It is concluded that findings are considerable in training the student teachers and improving the educational standards.