The Effect of Argumentative, Inquiry-Based Social Studies, and Group Research Teaching Methods on Eleventh-Grade Female Students’ Environmental Attitudes in the Human and Environment Course
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PhD in Higher Education Management, Farhangian University – Tehran. Iran.
10.22108/nea.2026.146198.2153
Abstract
The purpose of this study was to examine the impact of three teaching methods—argumentative, inquiry-based social studies, and group research—on the environmental attitudes of eleventh-grade female students in District 14 of Tehran. The study employed a quasi-experimental design with pre-test and post-test comparisons. The statistical population included all eleventh-grade female students (2,400 students) in the 2021–2022 academic year. Using cluster random sampling, 90 students were selected and divided into three homogeneous groups of 30. The instructional intervention was conducted in eight 25-minute sessions for each group, and data were collected through pre- and post-tests. The research instrument was the Environmental Attitude Questionnaire developed by Emamgholi (2011), which had a reliability coefficient of 0.834. Its validity was confirmed by five curriculum studies professors and five environmental specialists. Data were analyzed using two-way covariance analysis, one-way ANOVA, and Tukey’s post-hoc test. The findings indicated that all three teaching methods significantly influenced students’ environmental attitudes. The mean differences between the argumentative method and the inquiry-based social studies and group research methods were -7.145 and -10.182, respectively, both significant at the 0.05 level (P=0.02 and P=0.00). However, the mean difference between the inquiry-based and group research methods (-3.136) was not statistically significant (P=0.291). Therefore, inquiry-based and group research teaching methods were more effective than the argumentative method in enhancing students’ environmental attitudes. These results suggest that employing active, inquiry- and research-based teaching approaches can play a vital role in fostering positive attitudes toward the environment among students
Tavassoli, R. and Jafarian Jazi, M. (2026). The Effect of Argumentative, Inquiry-Based Social Studies, and Group Research Teaching Methods on Eleventh-Grade Female Students’ Environmental Attitudes in the Human and Environment Course. New Educational Approaches , (), -. doi: 10.22108/nea.2026.146198.2153
MLA
Tavassoli, R. , and Jafarian Jazi, M. . "The Effect of Argumentative, Inquiry-Based Social Studies, and Group Research Teaching Methods on Eleventh-Grade Female Students’ Environmental Attitudes in the Human and Environment Course", New Educational Approaches , , , 2026, -. doi: 10.22108/nea.2026.146198.2153
HARVARD
Tavassoli, R., Jafarian Jazi, M. (2026). 'The Effect of Argumentative, Inquiry-Based Social Studies, and Group Research Teaching Methods on Eleventh-Grade Female Students’ Environmental Attitudes in the Human and Environment Course', New Educational Approaches , (), pp. -. doi: 10.22108/nea.2026.146198.2153
CHICAGO
R. Tavassoli and M. Jafarian Jazi, "The Effect of Argumentative, Inquiry-Based Social Studies, and Group Research Teaching Methods on Eleventh-Grade Female Students’ Environmental Attitudes in the Human and Environment Course," New Educational Approaches , (2026): -, doi: 10.22108/nea.2026.146198.2153
VANCOUVER
Tavassoli, R., Jafarian Jazi, M. The Effect of Argumentative, Inquiry-Based Social Studies, and Group Research Teaching Methods on Eleventh-Grade Female Students’ Environmental Attitudes in the Human and Environment Course. New Educational Approaches , 2026; (): -. doi: 10.22108/nea.2026.146198.2153
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