The Effect of Participatory Teaching on Group Cohesion of Elementary School Students

Extensive evidence demonstrates that dominating Positivism Approach in educational environments prepares the background of passivity for learners and fall of vitality and dynamism. The present research, comprehending the necessity of benchmarking the new educational approaches, aims to study the effect of participatory teaching on elementary school students. Therefore, the Quasi-Experimental Research Method with pre-test and post-test on intact groups. The statistical population includes the 24 girl students of fourth grade of elementary school of Tehran School Dist.1 during school year 2016 – 2017, separated in two experimental and control groups and two-stage cluster sampling was used. Applied devices to gather data is Group Environment Questionnaire (Carron et al, 1985). Covariance Analysis shows that participatory teaching has a significant effect on group cohesion of elementary school student. Generally using the participatory teaching capacity may provide an appropriate field for formation and dynamics strengthening and promoting the culture of team working among students of the elementary school.