Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

The Effectiveness of Social Constructivist (E5) and Advance Organizer Teaching Methods in Experimental Science Education on the Self-Directed Learning of Sixth-Grade Students

Document Type : Original Article

Authors
1 Tabriz University
2 Iran, Tabriz, University of Tabriz, Faculty of Educational Sciences and Psychology, Department of Educational Sciences Professor of Curriculum Studies
3 Iran, Tabriz, University of Tabriz, Faculty of Educational Sciences and Psychology, Department of Educational Sciences Professor of Psychology
Abstract
This study aimed to compare the effectiveness of E5 (Social Constructivist) and Advance Organizer teaching methods on the self-directed learning of sixth-grade female students. The research employed a quasi-experimental design with a pretest-posttest framework and three groups (two experimental and one control group). The statistical population comprised sixth-grade female students in Bostanabad, and a sample of 60 students was randomly assigned to three groups of 20. Data collection instruments included Fisher’s (2001) standardized questionnaire for assessing self-directed learning and a researcher-developed instructional package. Multivariate analysis of covariance (MANCOVA) revealed that both teaching methods had a significant impact on self-directed learning. The highest effect for both methods was observed in the “motivation for learning” component, while the lowest was noted in “self-control.” No significant difference was found between the effectiveness of the two methods. Accordingly, it is recommended that teachers incorporate these approaches into science and other subject instruction to enhance students’ self-directed learning.
Keywords

Subjects


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  • Receive Date 17 March 2025
  • Revise Date 05 June 2025
  • Accept Date 26 June 2025