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The aim of the present study was analyzing the effects of interactive learning style on the selfefficiency of the students of Isfahan city girls' high school in mathematics 1 year 2013-2014. Accordingly, regarding the aim, the study was applied and the method of the study was quasiexperimental. The population of the study was all of the students of the high schools in Isfahan who were studying in the year 2013. Data collection instrument was the standard self-efficiency questionnaire of Scherer et al. which includes thirty items and five factors of self-efficiency including insight, concentrating on the purpose, mediating on the purpose, problem-solving, and self-evaluation. In order to determine the face and content validity of the questionnaire, the Delphi method was used. Using Cronbach’s alpha coefficient, the reliability of the instrument was measured as %82 that indicated that the measurement instrument had a suitable reliability. After collecting the data, they were analyzed through covariant, Levin’s test and SPSS software. The results indicated that in the posttest stage, there is difference between the experimental group and control group at the level of alpha p

The Effect of Interactive Teaching Style Based on Self-Efficacy among Female ?Students of Isfahan High School in Mathematics