Comparing the Effectiveness of Team-Based Learning with Lecture Method in Self-Regulation and Academic Performance of Sixth Grade Students in Science

The aim of this research is to compare the effectiveness of team-based learning teaching method with lecture teaching method in academic performance and self-regulation of sixth grade students in science. The present research method was semi-experimental and pre-test-post-test with a control group. The statistical population includes all the sixth grade female students of district one of Qom province who were studying in the academic year of 1402-1403, and among them, 66 students were divided into two experimental groups by means of available sampling. (33 people) and the control group (33 people) were assigned. The experimental group was trained for 8 one-hour sessions using the team-based teaching and learning method. All participants responded to Bofard's self-regulation questionnaire (1995) and academic performance test created by the researcher in the pre-test and post-test stages. After collecting the data, they were analyzed using covariance analysis. : The results showed that the use of team-based learning teaching method has a more positive effect on students' academic performance and self-regulation compared to lecture teaching method. The results of this study showed that in the TBL (Team-Based Learning) teaching method, compared to the lecture teaching method, students actively participate in the learning stages. Therefore, the TBL (Team-Based Learning) teaching method has a positive effect on improving and promoting academic performance and self-regulation skills of sixth grade students in science lessons.