عنوان مقاله [English]
Purpose: This study aimed to compare the effectiveness of counseling and supplementary tutoring on academic achievement, classroom behavior and self-esteem of students at risk of academic failure.
Methods: The experiment conducted in this research is based on a pre-test-post-test design with a control group. The sample consisted of grade-one high school students of Sanandaj in Kurdistan province. Based on random substitution, at multiple stages, 88 students were randomly chosen and were assigned to four groups of 22- subject. Utilizing the instruments of self-esteem questionnaire, the class behavior checklist and mathematics scores, the rate of dependent variable of individuals was calculated and the results were, finally, re-assessed following a 10-session intervention group on the three experimental fields in high schools. The Multivariate analysis of covariance to examine the effect of pre-test intervention method was used.
Findings: Our analysis showed that there are significant differences in the dependent variables among subjects in the experimental and control groups Assumption about the effectiveness of tutoring, academic counseling, and a mixture of these two approaches on academic achievement, classroom behavior and self-esteem among students, was approved.
Conclusion: The combination of educational counseling and tutoring methods to reduce the academic failure, improves students’ self-esteem and class behavior.