The effect of combined mastery-cooperative learning on working memory capacity, self-efficacy and academic achievement in grade skipping

Abstract

In this study 25 students of one of the volunteer middle schools of Tehran who were eligible to take grade skipping test were randomly selected and were then examined with working memory capacity test and self-effi cacy questionnaire. Then, they participate in a 45-day teaching program for 11 hours a day in summer. The same test and questionnaire given prior to the educational program were re-administered, after the students had completed the educational program and then taken the grade skipping test. These same both tests were administered for a third time, one year later. To examine academic achievement, in the pre-test, the grade point average (GPA) of the fi rst year of the middle school, in the post-test the GPA of the grade skipping exam and in the follow-up the GPA of the third grade of the middle school were taken into account. The repeated measures ANOVA showed a signifi cant increase in working memory capacity and its components, storage and processing, and self-effi cacy.