Thesis:

Title : Studying the effect of modern active teaching methods on academic enthusiasm and academic self-efficacy of high school students in Sabzevar public girls' schools, academic year 1404-1405

The aim of the present study was to investigate the effect of new active teaching methods on academic enthusiasm and academic self-efficacy of high school students in Sabzevar public girls' schools in the academic year 1405-1404. Since the study involves educational intervention in classrooms, the research design was a quasi-experimental type with a pre-test-post-test design with a control group. The statistical population included all female high school students in public schools in Sabzevar city in the academic year 1405-1404, approximately 1,800 people. Given time and resource constraints, a sample of 60 students was selected using cluster-random sampling at the class level. First, public girls' schools were randomly selected, and then one class (30 students) from each school was assigned to the experimental group and one class (30 students) to the control group. The Jinks and Morgan Academic Self-Efficacy Scale (1999) and the Fredericks, Blumenfeld, and Paris Academic Enthusiasm Questionnaire (2004) were used to collect data. The experimental group was trained with new active teaching methods (participatory learning, project-based, group discussion, and problem-solving) for 8 90-minute sessions, and the control group was trained with the traditional method (lecture-based). The data were analyzed using descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistics (multivariate analysis of covariance MANCOVA and univariate ANCOVA) and with SPSS version 26 software. The results showed that new active teaching methods simultaneously have a significant effect on academic enthusiasm and academic self-efficacy (F=21.45, p<0.01, ?²=0.52). Also, active new teaching methods had a significant effect on academic enthusiasm (F=71.20, p<0.01, ?²=0.55) and academic self-efficacy (F=81.20, p<0.01, ?²=0.58) separately. The effect size (Eta square) for both variables indicated a strong effect of educational intervention, and the largest effect was related to academic self-efficacy (0.58). According to the research findings, active new teaching methods significantly increase students' academic enthusiasm and academic self-efficacy by providing opportunities for active participation, experiencing success, positive feedback, and creating a supportive environment. Therefore, it is suggested that the education system move towards a wider use of active teaching methods, that teachers receive training in this field, that the content of textbooks be reduced, and that the evaluation system be changed to a project-based one .

Keywords: Keywords: Modern active teaching methods, academic enthusiasm, academic self-efficacy