Comparison of academic achievement, creativity and prevailing psycho-social atmosphere in multi-grade and integrated classes

Objective: The aim of this study was to compare academic achievement, creativity and psycho-social atmosphere in multigrade and integrated classes. Method: According to the subject and purpose of the research, the method of the present study was causal-comparative. In the present study, the statistical population included all students in multi-grade and integrated schools in Markazi province in 1400-99, of which 20 were from the statistical population. Students in multigrade schools) and 20 students (students in integrated schools) were selected as the statistical sample by available sampling method. The research instruments were Pham and Taylor (1990) Academic Achievement Questionnaire, Attitudes Toward Schiffer (1994) and the Psychosocial Atmosphere of Fraser et al. Results: One-way analysis of variance and independent t-test were used to analyze the data. Findings showed that the academic achievement of multi-level students (mean = 118.85) was higher than the academic achievement of integrated students (mean = 87.75), the creativity of integrated students (mean = 21.65) was higher than the creativity of multi-level students (mean = 95.95). 13) and the psycho-social atmosphere prevailing in the class of multi-grade students (average = 23.70) is better than the psycho-social atmosphere prevailing in the class of integrated students (average = 15.15). Conclusion: The results showed that there is a difference between academic achievement, creativity and psycho-social atmosphere in multi-grade and integrated classes.