Document Type : Original Article
Authors
1 MSc in Educational research, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, Zahedan, Iran
2 Department of Education, Faculty of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran
3 Professor, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, University of Sistan and Baluchestan, Zahedan, Iran Specialist Interests: Psychology
Abstract
The present study aimed to investigate the effect of transformational science teaching on students' academic optimism and academic engagement. This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all sixth-grade male elementary school students in Khash County during the 2023–2024 academic year. A total of 50 students were selected using cluster random sampling and were then randomly assigned to either the experimental group (n = 25) or the control group (n = 25). Data were collected using a Transformational Teaching Package implemented over eight instructional sessions, the Academic Optimism Questionnaire developed by Tschannen-Moran et al. (2013), and the Student Engagement Questionnaire developed by Fredricks and Blumenfeld (2004). Data were analyzed using one-way multivariate analysis of covariance (MANCOVA) with IBM SPSS software. The findings indicated that transformational science teaching had a positive and statistically significant effect on the posttest mean scores of both academic engagement and academic optimism among sixth-grade male elementary school students. Therefore, it can be concluded that implementing transformational teaching in science education significantly enhances students' academic optimism and academic engagement
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