Comparing the Effect of Backward Education and Passive Teaching Methods on Learning Experimental Science Course of Seventh Grade Female High School Students

The present study aims to compare the effect of backward teaching and passive teaching methods on learning the seventh-grade experimental science course (junior high school). The research method is quasi-experimental with a pretest-posttest design. This study's statistical population is all seventh-grade female students of Kaj's first secondary school, Pasdaran Effat Girls' High School, which has four classes with a total of ۱۲۸ pupils in the years ۲۰۲۱-۲۲. The one-step cluster random approach was used for sampling. In the course of the experimental science, a statistical sample size of two seventh grade classes was investigated after balancing the topics, one in the form of passive learning with ۳۰ people and the other in the form of backward education with ۳۲ people. The learning rate of the groups was measured using an academic achievement exam. Teachers, professionals, and educational specialists' opinions were utilized to assess the questionnaire's content validity. The statistical data of the hypotheses were analyzed using an analysis of covariance. The findings of the test analysis revealed that in both the experimental and control groups, there was a significant difference in the scores of simple in-depth and simple superficial learning. In other words, the backward teaching approach is more successful than the passive teaching method in enhancing pupils' general, deep, and atomic (superficial) learning.Keywords: Backward education, Passive teaching method, In-depth (lasting) and atomistic (superficial) learning, Experimental sciences.