چکیده (انگلیسی):

The purpose of this study was to investigate the influence of the second teacher (teacher contributor) and
comparison with conventional techniques methods on the academic achievement of 50 students in the first grade of
high school on math in the Qods city during the academic year 2013-2014. The research was performed semiexperimentally and with control and experimental groups by a pretest and post-test that after confirming the validity
and reliability of the training content it has been designed and implemented. Experimental group during 8 weeks on
mathematics with cooperative teacher and control group with no cooperative teachers have been trained. After this
period, both groups were assessed through a post- test. Mean scores of achievement for control and experimental
groups have a significant difference together that indicates teacher contributor’s effeteness on students’ achievement.
Highlights of the study are include: 1. Increase academic achievement in the classroom; 2. Create confidence and more
motivation for students; 3. Vitality and promotion the learning level of mathematics in students; 4. Note to all students
with different learning levels; 5. Increase students' sense of responsibility; 6. Reduce academic failure.