The Effect of a Context-Based (Thematic) Approach on Creativity, Academic Self-Regulation, and Academic Motivation among Elementary School Students in Kermanshah
Keywords:
Elementary School, Academic Motivation, Academic Self, Regulation, Creativity, Thematic Approach, Context, Based ApproachAbstract
This study aimed to investigate the effect of a context-based (thematic) instructional approach on creativity, academic self-regulation, and academic motivation among fourth-grade elementary school students in Kermanshah. This applied study employed a quasi-experimental pretest–posttest design with a control group. The statistical population comprised fourth-grade elementary school students in Kermanshah during the 2025–2026 academic year. A total of 70 students were selected through multistage cluster sampling and assigned to an experimental group (n=35) and a control group (n=35). Data were collected using the Torrance Figural Test of Creative Thinking (Form B), the Academic Self-Regulation Questionnaire developed by Bouyens et al., and Harter’s Academic Motivation Questionnaire. The experimental group received 12 45-minute sessions based on the context-based instructional package entitled “Little Explorers of the World of Science,” whereas the control group received conventional instruction. Data were analyzed using multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA). MANCOVA results indicated that, after controlling for pretest scores, there was a statistically significant difference between the experimental and control groups in the combined dependent variables of creativity, academic self-regulation, and academic motivation (F=118.345, p<.001, partial η²=.845). Separate ANCOVA results also showed significant group effects on creativity (F=102.345, p<.001, η²=.603), academic self-regulation (F=98.234, p<.001, η²=.594), and academic motivation (F=105.678, p<.001, η²=.612). The context-based approach, through integrating curricular content, connecting learning with real-life situations, and promoting active student participation, may constitute an effective instructional strategy for simultaneously enhancing creativity, academic self-regulation, and academic motivation among elementary school students. Accordingly, this approach can be incorporated as a complementary instructional strategy in elementary school curriculum design and implementation.
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