The Effectiveness of Integrated Teaching Method in Mathematics on Students' Academic Engagement

Document Type : Scientific Articles

Authors

1 Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 M.A. of educational psychology, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

The present study was conducted with the aim of investigating the effect of integrated teaching method in mathematics on students' academic engagement. The present study was quasi-experimental with a pre-test-post-test design with a control group in terms of method. The statistical population of the study consisted of all sixth-grade male students in public schools in Namin city in the academic year of 2022-2023. To select a sample from the statistical population, two classes were selected conveniently (20 students in each class). Students from one class were randomly assigned as the experimental group and students from the other class as the control group. The experimental group received an integrated educational plan combining the topic of fractions in mathematics with physical education, science, Persian, art, theology, and social education in 8 sessions and the control group continued with its normal routine. The Fredericks and Blumenfield (2004) Academic Engagement Questionnaire was used to collect data. The data were analyzed using analysis of covariance. The findings showed that the students in experimental group had significantly more academic engagement than the students in the control group in the post-test and the research hypothesis regarding the effectiveness of the integrated teaching method on students' academic engagement was confirmed. Therefore, considering the results of the present study and the importance of the integrated teaching method, paying attention to this educational method in schools in order to increase students’ academic engagement is a necessity that should be considered by the people who are responsible in the educational system.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 59
September 2025
Pages 190-177

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