اثربخشی استراتژی نوآوری در ارتقای هوشیاری ذهنی دانش‌آموزان سال پنجم زیست‌شناسی: مطالعه موردی عراق

وسام عامر نصیف; عادل زاهد بابلان; مهدی  معینی کیا; حسن  روشنی علی بنه سی

Authors

Wisam Amer Nsaif Phd Student, Department of Education Management, Faculty of Education sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Author https://orcid.org/0009-0003-5043-3859
Adel Zahed Babelan Professor, Department of Educational Sciences; Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Author https://orcid.org/0000-0001-8653-9602
Mahdi Moeinikia Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Author
Hassan Roshani Ali Bena See Assistant professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Author

Keywords:

Innovation Strategy, Mental Awareness, Students' Mental Awareness, Iraqi Schools

Abstract

This study aimed to determine the effectiveness of an innovation-based teaching strategy in enhancing mental awareness among fifth-year biology students in Iraqi schools compared with traditional teaching methods. This applied study employed a quasi-experimental pretest–posttest design with a control group. The statistical population comprised fifth-year biology students in Iraqi schools, from whom 60 students were selected through multistage cluster sampling and assigned to experimental and control groups, with 30 students in each group. The Freiburg Mindfulness Inventory–Short Form (FMI-SF) was used as the principal data collection instrument. The experimental group received five instructional sessions based on an innovation strategy incorporating educational technologies, collaborative learning, educational games, and innovative problem-solving, whereas the control group received traditional instruction. Data were analyzed using independent-samples t-tests, assumption tests, and analysis of covariance (ANCOVA) in SPSS version 16 at a significance level of 0.05. ANCOVA results, after controlling for pretest scores, demonstrated a statistically significant group effect on posttest mental awareness scores (F=199.63, p<0.001). The reported effect size was 0.77, indicating a strong intervention effect. The pretest covariate also had a significant effect on posttest scores (F=24.60, p=0.001). The adjusted mean of mental awareness was 47.45 in the experimental group compared with 32.35 in the control group, indicating a significant advantage for students exposed to the innovation strategy. The assumptions of homogeneity of variances (F=0.065, p=0.800) and homogeneity of regression slopes (F=0.095, p=0.759) were also satisfied. Innovation-based biology instruction can significantly enhance students’ mental awareness. By promoting active cognitive engagement, interaction, problem-solving, and purposeful use of educational technologies, this approach may provide an effective alternative to conventional teaching methods in Iraqi schools.

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