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

Extended Abstract
 
The Effectiveness of Generative Learning Theory-Based Instruction on Scientific Reasoning Skills and Academic Engagement of Students
Introduction: Contemporary educational systems face significant challenges in fostering higher-order cognitive skills and scientific reasoning. Traditional, teacher-centered pedagogical approaches often fail to engage students actively or develop these essential skills, leading to a decline in academic engagement. Generative Learning Theory, as an active learning framework, encourages students to construct knowledge by organizing, integrating, and elaborating on information, thereby enhancing metacognitive skills and conceptual structures. This study aims to investigate the impact of generative learning-based instruction on the scientific reasoning and academic engagement of middle school students in science courses.
Methods and Data: This study employed a quasi-experimental, pre-test/post-test control group design. The study population comprised middle school students in Aran and Bidgol during the 2024-2025 (1403-1404) academic year. A sample of 40 students was selected via cluster sampling and randomly assigned to two groups: experimental and control (n=20 per group).
Instruments: Data were collected using the New Jersey Test of Reasoning Skills (Shipman, 1983) and the Academic Engagement Scale (Veiga, 2016).
Intervention: The experimental group received instruction based on Generative Learning Theory over eight 60-minute sessions, involving stages of preparation, conceptual exploration, knowledge production, practical application, and reflection.
Analysis: Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) via SPSS 27.
Finding: The findings indicated a statistically significant difference between the experimental and control groups in the post-test phase. Specifically, generative learning-based instruction significantly improved both scientific reasoning skills (p < 0.01) and academic engagement (p < 0.01) among students in the experimental group compared to the control group.
Discussion and Conclusion: The results demonstrate that instruction based on Generative Learning Theory is an effective strategy for moving beyond passive, traditional teaching methods. By shifting the focus from passive information absorption to active knowledge production and problem-solving, this approach significantly enhances scientific reasoning and fosters greater academic engagement. It is recommended that educators and policymakers integrate generative learning techniques into science curricula to improve overall learning quality and student participation.
Key Words: Generative Learning Theory, Scientific Reasoning Skills, Academic, Engagement
 

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Quarterly Journal of Education Studies
Volume 12, Issue 46
September 2026
Pages 44-54

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