“A Preliminary Study on the Effectiveness of Integrated Instruction Based on Six Thinking Hats and Mind Mapping on Academic Emotions and Achievement of Fifth-Grade Elementary Students”

Document Type : Original Article

Authors

1 Assistant Professor, Department of Foundations of Education, Shiraz University, Shiraz, Iran.

2 Department of Foundations of Education, Shiraz University, Shiraz, Iran.

3 Associate Professor, Department of Foundations of Education, Shiraz University, Shiraz, Iran.

10.48310/reek.2026.20355.1707

Abstract

Background and Objectives: Given the role of academic emotions in students’ learning and achievement, the use of active and integrated instructional approaches has received increasing attention. This study aimed to examine the effectiveness of integrated instruction based on the Six Thinking Hats and mind mapping on academic emotions and academic performance of fifth-grade students in science.
Methodology: This quasi-experimental study used a pretest–posttest control group design. The statistical population included fifth-grade male elementary students in District 2 of the Shiraz Department of Education during the 2022–2023 academic year. Using convenience sampling, one boys’ elementary school with two fifth-grade classes was selected and randomly assigned to the experimental (n = 30) and control (n = 30) groups. Data were collected using a researcher-made academic performance test and the Preadolescent Academic Emotions Questionnaire. Analysis of covariance (ANCOVA) was conducted using SPSS (version 21).
Findings: The results indicated that students in the experimental group showed significantly higher academic performance (knowledge and application dimensions) and more positive academic emotions compared to the control group. Specifically, boredom, hopelessness, anxiety, and anger decreased, while pride and enjoyment increased in both classroom and test situations (p < .05).
Conclusion: Integrated instruction based on the Six Thinking Hats and mind mapping was associated with improved academic performance and a more favorable profile of academic emotions. However, due to methodological limitations, including cluster assignment and limited sample size, the findings should be interpreted cautiously. Future research using larger samples and multilevel analytical approaches is recommended.

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