Volume 7, Issue 1 (Vol 7, No 1 2026)
2026, 7(1): 34-47 |
Back to browse issues page
Ethics code: IR.ARAKU.REC.1401.089
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Yasbolaghi Sharhi B, Mansoori S, Ganji F. (2026). The Effect of Participatory Learning on Academic Engagement and School Connectedness Among Primary School Female Students in Arak, Iran. Journal of Childhood Health and Education. 7(1), 34-47. doi:10.32598/JECHE.7.1.386.1
URL: http://jeche.ir/article-1-349-en.html
URL: http://jeche.ir/article-1-349-en.html
1- Department of Education, Faculty of Humanities, Arak University, Arak, Iran.
2- Department of Educational Technology, Faculty of Humanities, Arak University, Arak, Iran.
2- Department of Educational Technology, Faculty of Humanities, Arak University, Arak, Iran.
Abstract: (646 Views)
Background and Aim This study aimed to investigate the effect of participatory learning on academic involvement and connection to school among sixth-grade primary school female students in Arak, Iran.
Research Methods This is a quasi-experimental study with a pre-test/post-test design. The study population included all sixth-grade primary school female students in Arak city, of whom 30 were selected and randomly divided into two groups of 15, including intervention and control groups. To collect data, Fredricks et al.’ s School Engagement Scale and Panaghi et al.’s School Connection Scale were used. The intervention program included participatory learning based on Johnson (1990)’s method at 8 sessions. The sessions were held weekly and face-to-face, and each session lasted 45 minutes. Data were analyzed using descriptive and inferential statistics in SPSS software, version 20. Prior to inferential analysis, assumptions of normality, homogeneity of variances, and homogeneity of regression slopes were evaluated and confirmed, permitting the use of Analysis of Covariance to assess differences in post-test scores after controlling for pre-test scores.
Results There was a significant difference in the post-test scores of academic engagement and school connectedness between the two groups (P<0.001), with the intervention group showing higher scores.
Conclusion The participatory learning method can significantly strengthen primary school female students’ connection to the school environment and enhance their academic engagement. The development of an implementation guide for participatory learning for sixth-grade school teachers and the organization of training workshops to enhance teachers’ skills in implementing this approach are recommended.
Research Methods This is a quasi-experimental study with a pre-test/post-test design. The study population included all sixth-grade primary school female students in Arak city, of whom 30 were selected and randomly divided into two groups of 15, including intervention and control groups. To collect data, Fredricks et al.’ s School Engagement Scale and Panaghi et al.’s School Connection Scale were used. The intervention program included participatory learning based on Johnson (1990)’s method at 8 sessions. The sessions were held weekly and face-to-face, and each session lasted 45 minutes. Data were analyzed using descriptive and inferential statistics in SPSS software, version 20. Prior to inferential analysis, assumptions of normality, homogeneity of variances, and homogeneity of regression slopes were evaluated and confirmed, permitting the use of Analysis of Covariance to assess differences in post-test scores after controlling for pre-test scores.
Results There was a significant difference in the post-test scores of academic engagement and school connectedness between the two groups (P<0.001), with the intervention group showing higher scores.
Conclusion The participatory learning method can significantly strengthen primary school female students’ connection to the school environment and enhance their academic engagement. The development of an implementation guide for participatory learning for sixth-grade school teachers and the organization of training workshops to enhance teachers’ skills in implementing this approach are recommended.
Type of Study: Research |
Subject:
Special
Received: 2025/06/8 | Accepted: 2026/03/21 | Published: 2026/03/21
Received: 2025/06/8 | Accepted: 2026/03/21 | Published: 2026/03/21
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
