Study of Level Learning and Satisfaction with the Cooperative Learning Method and Active Engagement of Students in the Course Subjects Interpretation of the Holy Quran

Common teaching methods such as lectures for learning theoretical courses are not effective according to studies, and it is necessary to use methods to engage students and take responsibility for learning. The aim of this study was to determine and compare the level of learning and satisfaction of students with the collaborative teaching method and active engagement of students in the course subjects Interpretation of the Holy Quran in Hamadn university of medical sciences.

This study was semi-experimental (before-after). The intervention was carried out for the theoretical course unit "subjects Interpretation of the Holy Quran" in Hamadan University of Medical Sciences. The sample size consist of  90 students from the faculties and randomly divided into two equal groups. According to the course plan, the common method (lecture) was used in the control group, and the cooperative learning method was used in the intervention group. The educational content and designed slides, the instructor and the number of sessions were the same for both groups. The study tool included two questionnaires, one measuring the level of learning with 15 MCQ and measuring the level of satisfaction of students from the course with 17 items. A pre-test and post-test were held for both groups. The data were analyzed using descriptive statistical tests (frequency and percentage) and analytical (independent t-test and one-sample t-test) with STATA statistical software.

The level of learning in the intervention group was significantly 4.53 units higher than the common method (p<0.05). The mean and standard deviation of satisfaction was 3.69 ± 0.33 (of 5 score). The level of students' satisfaction in the areas of course content, presented assignments, and produced content was 74.03, 38.88, and 88.46 percent, respectively. The highest satisfaction average was related to the produced content area and this difference from the overall average was statistically significant (p<0.05)

Considering the increase in learning and satisfaction of students in the collaborative teaching method and active engagement, it is recommended to use this method as one of the complementary methods to provide theoretical lessons to professors.