Fatemiyeh Institute of Higher Education, Shiraz Journal of Women Interdisciplinary Researches 2783-1175 5 3 2023 10 23 The Impact of Collaborative Learning on Social Self-Efficacy and Academic Achievement of Female Students in Multi-Grade Classes The Impact of Collaborative Learning on Social Self-Efficacy and Academic Achievement of Female Students in Multi-Grade Classes 725814 10.22034/jwir.2023.725814 FA Khadija Arab Sheibani Assistant Professor, Psychology, Payam Noor, Tehran, Iran. Khadijaeh Alipour Assistant Professor, Psychology, Payam Noor, Tehran, Iran. Amirhossein Gholami Binabaj Master's degree, Educational Psychology, Payam Noor, Tehran, Iran. Journal Article 2025 07 04 The present study examined the impact of collaborative learning on social self-efficacy and academic achievement of female students in the Qur'an lesson of multi-grade classes. The research method was semi-experimental with a pre-test-post-test design and a control group. To measure the variables, Ladd and Wheeler's social self-efficacy questionnaire and the academic achievement test in the Qur'an lesson were used. Two classes were selected through convenient sampling, one was as the experimental group (n=15) and the other as the control group (n=15). Pre-tests were administered to both groups using the academic achievement test and the social self-efficacy questionnaire. The experimental group received Qur'an lessons through collaborative learning in 15 sessions (45 minutes), while the control group was taught using traditional methods. Post-tests were administered to both groups after the intervention period. The data was analyzed using covariance analysis. The results showed the significant superiority of the experimental group in the academic improvement in academic achievement for the experimental group in the Qur'an course, but no significant difference was observed between the groups in terms of social self-efficacy. The present study examined the impact of collaborative learning on social self-efficacy and academic achievement of female students in the Qur'an lesson of multi-grade classes. The research method was semi-experimental with a pre-test-post-test design and a control group. To measure the variables, Ladd and Wheeler's social self-efficacy questionnaire and the academic achievement test in the Qur'an lesson were used. Two classes were selected through convenient sampling, one was as the experimental group (n=15) and the other as the control group (n=15). Pre-tests were administered to both groups using the academic achievement test and the social self-efficacy questionnaire. The experimental group received Qur'an lessons through collaborative learning in 15 sessions (45 minutes), while the control group was taught using traditional methods. Post-tests were administered to both groups after the intervention period. The data was analyzed using covariance analysis. The results showed the significant superiority of the experimental group in the academic improvement in academic achievement for the experimental group in the Qur'an course, but no significant difference was observed between the groups in terms of social self-efficacy. https://wir.fatemiyehshiraz.ac.ir/article_725814_39948dd78de521c9d0af93dc730f8c30.pdf