Investigating the effectiveness of training on generative theory on students' scientific reasoning skills and academic enthusiasm

Document Type : Original Article

Authors

1 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Payam Noor University, Tehran, Iran

2 . Master's Student in Educational Psychology, Faculty of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran.

Abstract

The present study aimed to investigate the effectiveness of generative learning-based instruction in enhancing scientific reasoning skills and academic enthusiasm among high school students. This applied research employed a quasi-experimental design with a pretest-posttest control group. The statistical population included all lower secondary school students in Aran and Bidgol during the 2024–2025 academic year. Using a cluster sampling method, 40 students were selected and randomly assigned to two equivalent groups of 20 participants each. Both groups completed the New Jersey Scientific Reasoning Questionnaire (Shipman, 1983) and the Academic Enthusiasm Questionnaire (Wiga, 2016) during both pretest and posttest phases. The experimental group received instruction based on Generative Learning Theory across eight 60-minute sessions, while the control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results demonstrated significant differences between the two groups at the posttest stage in both scientific reasoning skills and academic enthusiasm, including their respective subcomponents, at the p < 0.01 level. Based on these findings, it is recommended that schools adopt generative learning-based instruction as an effective educational approach to improve students’ scientific reasoning skills and academic motivation.
Quarterly Journal of Education Studies
Volume 12, Issue 46
September 2026
Pages 44-54

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