اثربخشی برنامه آموزشی تئاتر مبتنی بر تفکر هنری بر مهارت‌های تفکر انتقادی در دختران دبستانی

محبوبه ملکی; منصوره کریم زاده; رضا قربان جهرمی; محسن امیری

Authors

Mahboobeh Maleki Department of Psychology, SR.C., Islamic Azad University, Tehran, Iran. Author https://orcid.org/0009-0003-3131-9188
Mansoureh Karimzadeh Department of Preschool Education, Faculty of Behavioral Sciences and Mental Health, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Corresponding author https://orcid.org/0000-0002-7124-8674
Reza Ghorban Jahromi Department of Psychology, SR.C., Islamic Azad University, Tehran, Iran. Author https://orcid.org/0000-0002-0295-5295
Mohsen Amiri Associate Professor, Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, Iran. Author https://orcid.org/0000-0002-9598-377X

Keywords:

Critical thinking, Artistic thinking, Educational theater, Cognitive skills, Arts-integrated education, Elementary School Students

Abstract

This study aimed to investigate the effectiveness of an artistic-thinking-based theater educational program in enhancing critical thinking skills among elementary school girls. This quasi-experimental study employed a pretest–posttest control-group design with a two-month follow-up assessment. The statistical population consisted of female elementary school students in Tehran. Thirty participants were selected through convenience sampling and randomly assigned to either an experimental group (n = 15) or a control group (n = 15). The experimental group participated in ten 90-minute sessions of an artistic-thinking-based theater educational program, whereas the control group continued with regular school activities. Data were collected at pretest, posttest, and follow-up using the California Critical Thinking Skills Test (Form B). Repeated-measures analysis of covariance (ANCOVA) was used to analyze the data. Repeated-measures ANCOVA demonstrated a significant main effect of time (F(2,56)=35.21, p<.001, η²=.56) and a significant main effect of group (F(1,28)=12.38, p=.002, η²=.31). Furthermore, the group × time interaction effect was significant (F(2,56)=28.47, p<.001, η²=.50), confirming the effectiveness of the intervention. Bonferroni post-hoc comparisons indicated a significant increase in critical thinking scores from pretest to posttest in the experimental group (p<.001). No significant difference was observed between posttest and follow-up scores (p=.12), indicating the stability of treatment effects over time. The artistic-thinking-based theater educational program significantly improved critical thinking skills among elementary school girls, and these gains were maintained at the two-month follow-up assessment. Integrating theater-based artistic thinking activities into elementary education may provide an effective approach for fostering higher-order cognitive abilities and strengthening students’ critical thinking capacities.

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