Original Research
Effect of Integrated Teaching Method on Elementary Students’ Academic Self-Efficacy, Academic Engagement, and Academic Performance
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Although the findings of teaching method studies conducted to date have offered insights into the positive influence of novel teaching strategies on improving students’ academic performance, there is no conclusive evidence addressing the effect of integrated teaching methods on pupil’s academic self-efficacy, academic engagement, and academic performance. This study compares the differential effects of employing an integrated teaching method on enhancing primary school students’ academic attitudes. To set the scene, 40 6th-grade students were randomly assigned to two groups: an experimental group trained using the integrated teaching method (n = 20) and a control group that stuck to the traditional teaching method (n = 20). The participating groups took Jinks and Morgan’s academic self-efficacy, Fredricks and Blumenfield’s academic engagement, and teacher-made academic performance pretests. Having completed 8 sessions of integrated teaching, students took the aforementioned tests as posttests. The data analysis demonstrated the effectiveness of the integrated teaching method in increasing the variables, as the participants in the control group outperformed them. The findings of the study act as a driving force for potential educational implications which are discussed in detail.
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Keywords
Integrated Teaching Method; Academic Self-Efficacy; Academic Engagement; Academic Performance; Elementary Students
Author(s) Information
How to cite this article
Sheykholeslami, A., Ghadimi, M., & Parsa, K. (2026). Effect of integrated teaching method on elementary students’ academic self-efficacy, academic engagement, and academic performance. Studies in Educational Management, 19, 35-55. https://doi.org/10.32038/sem.2026.19.03
Funding
We received no funding for this research.
Author Contributions
Ali Sheykholeslami: Conceptualization, Methodology, Writing - Review & Editing, Supervision
Maryam Ghadimi: Formal Analysis, Investigation, Data Curation, Writing - Original Draft, Project Administration
Komeil Parsa: Resources, Writing - Review & Editing, Visualization
Conflict of Interest
The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
Generative AI Use Disclosure Statement
No generative AI tools were used in the writing or analysis of this manuscript.
Data Availability Statement
Data will be available on request from the authors.
Acknowledgments
We are grateful for the editors and reviewers’ instructive comments on the original version of the manuscript.
Open Access
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. You may view a copy of Creative Commons Attribution 4.0 International License here: http://creativecommons.org/licenses/by/4.0/