Comparing the Effectiveness of Education Based on Participation and Education Based on Telling Scientific Stories on the Happiness and Academic Motivation of Students Ready for the Gifted Test: A Pilot Study

 Happiness is an emotional state characterized by feelings of joy, satisfaction, and contentment. On the other hand, academic motivation plays an effective role in students' interest in lessons and school and is the foundation of academic progress. The aim of this study was to compare the effectiveness of participation-based education and science storytelling-based education on the happiness and academic motivation of students ready for the gifted exam.

 This quasi-experimental study with a pretest-posttest design with a control group was conducted with the participation of 45 sixth-grade male elementary school students preparing for the gifted test in Tabriz in 2023. Cluster random sampling was performed and participants were randomly assigned to two intervention groups and a control group. First, a pre-test was conducted. After that, one of the two intervention groups received a course of participation-based training and the other group received training based on telling scientific stories during 10 sessions, and the control group continued its regular classroom programs at the same time. Then, a post-test was conducted. Data were collected using the Oxford Happiness and Harter Academic Motivation Questionnaires. Data were analyzed using covariance analysis test and SPSS Statistics for Windows, version 24.0 (SPSS Inc., Chicago, Ill., USA).

 The study showed that the mean (SD) of happiness scores in the intervention group of participation-based education increased from 36.4 (4.4) before the intervention to 75.1(2.7) after the intervention (P=0.016). For academic motivation scores increased from 70.9 (10.3) to 134.2 (7.1) (P=0.008). In the teaching group based on telling scientific stories, the mean (SD) of happiness scores increased from 37.7 (4.6) to 72.5 (3.3) (P=0.002). Academic motivation scores increased from 72.7 (12.1) to 142.9 (7.3) (P=0.013). In the control group, there was no difference between the pre-test and post-test scores.

 The study showed that both participatory and science storytelling methods had a positive effect on improving students' happiness and academic motivation. In the case of happiness, the participatory group increased more than the science storytelling group, but on the contrary, in the case of academic motivation, the science storytelling method was more effective.