Document Type : Research Paper
Authors
1 Hamedan, Bu Ali Sina University, Department of Educational Sciences
2 Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
Abstract
This study aimed to design an educational program based on the theory of generative learning and evaluate its effectiveness on the academic interest of multi-grade students in mathematics. The research utilized a mixed-methods sequential exploratory design. The qualitative phase involved documentary research to examine relevant documents and studies related to the variables of interest, analyzed through content analysis. The quantitative phase employed a semi-experimental design. The target population included all multi-grade students in Hamadan Province, from which a sample of 39 fourth and fifth graders was selected via convenience sampling and randomly assigned to experimental and control groups. Data collection used the Academic Interest Questionnaire developed by Fredericks et al. (2004), showing a Cronbach's alpha reliability coefficient of 0.78. Quantitative data were analyzed using descriptive and inferential statistics with SPSS software. The qualitative analysis identified ten key components across three instructional stages: pre-instruction activities, during instruction, and post-instruction evaluation. Quantitative results indicated that the mean post-test scores of the experimental group significantly exceeded those of the control group. The findings suggest that educational design based on the generative learning model can effectively enhance the academic interest of students in multi-grade mathematics classrooms.
Keywords
Main Subjects
)