The Study of the Effect of Teaching Styles (Interventional, Interactional, Non-Interventional) on Self –Efficacy: A Case Study of Secondary School Female Students

Abstract

This study aims to investigate the effect of different educational styles including interventional, interactional, non-interventional on self –efficacy rate of female students of second-grade of secondary school in Physic lesson. Research method is quasi-experimental by using pre-test - post-test with control group design. The statistical population consists of all female students in second-grade of secondary school in mathematics courses and their total number is 420. The statistical sample of this study consists of 60 subjects that were selected through random sample clustering from the statistical population. The instrument used for the purpose of this study was standard questionnaire of self-efficacy measurement of Sherer and colleagues (1986). The validity of this questionnaire in previous research was reported to be at an acceptable level. In this study, Cronbach's alpha was used to assess the reliability and its rate was calculated 0/78. In this study, the statistical analysis methods included descriptive statistics and deductive statistical test and one-way ANOVA and LSD post hoc tests. Research findings showed that there is a significant difference between students' self-efficacy rates in experimental and control groups F ((3 and 56)=5/441 and P=0/002) and students' self-efficacy has increased through interactive and intervention educational styles. Moreover, different educational styles have had different effects on self-efficacy parameters including the focus on purpose, reflecting on purpose, intrinsic motivation, the ability to solve problems and students' self-assessment.