Volume 2, Issue 2 (June 2023)                   IJER 2023, 2(2): 64-73 | Back to browse issues page

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Zanoubi M. (2023). The Effectiveness of Life Skills Training on Students' Academic Achievement. IJER. 2(2), 64-73. doi:10.22034/2.2.64
URL: http://ijer.hormozgan.ac.ir/article-1-53-en.html
M.A. in General Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran
Abstract:   (411 Views)
Objective: The main objective of the present study was to investigate the efficacy of life skills training in enhancing the academic performance of students.
Methods: In order to achieve this goal, a semi-experimental pretest-posttest design with a control group was employed. The target population for the research consisted of all female elementary students in the sixth grade residing in Baharestan city during the year 2022. From this population, a sample of 30 students was selected using convenience sampling and then randomly divided into two groups: an experimental group comprising of 15 students and a control group consisting of 15 students as well. The experimental group underwent the life skills training program, while the control group was placed on a waiting list, not receiving any specific intervention. To assess the academic progress of the participants, a researcher-made Questionnaire was utilized as the research instrument. The collected data were subsequently analyzed using the SPSS version 22 software, employing a one-way analysis of covariance (ANCOVA) as the statistical method.
Results: he findings of the study unequivocally demonstrated the effectiveness of the life skills training program, which resulted in a significant enhancement in the academic achievement of the students.
Conclusions: This research study significantly contributes to the advancement of our comprehension regarding the various facets and dimensions of life skills training, which ultimately exert a profound influence on the academic journey and overall educational outcomes of students.
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Type of Study: Original | Subject: Educational Psychology
Received: 2022/11/25 | Accepted: 2023/02/14 | Published: 2023/06/1

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