Introduction & Objective: Today, one of the debates that leads researchers to desirable learning is the research on learning methods and styles. Accordingly, the aim of the present study was to compare the effectiveness of fluency learning, meaningful learning and e-learning on the basic Persian concepts of second grade male students.
Materials and Methods: The research method was quasi-experimental (pre-test, post-test and follow-up with control group). The statistical population of this study included all second grade elementary students in Isfahan in the academic year 2018-2019. The sample size consisted of 200 students who were selected by cluster sampling. All four groups, in addition to attending their regular classes as a control group, received their own intervention separately. At the end of the sessions, Persian exam concepts were taken from all 4 groups (post-test) and after two months, follow-up was performed.
Results: The results showed that the relationship between the linear combination of Persian course scores and independent variables was significant and the intervention program had an effect on Persian grades. The results of analysis of variance with repeated measures showed that the effect of measurement time and the effect of interaction between time and group are also significant. Therefore, it can be said that the difference in the mean of Persian scores at different times is different according to the variable levels of the group. Also, the effect of group (teaching by mastering learning method, meaningful learning and intelligent method) on the mean of Persian scores is significant.