The Effectiveness of Innovative Teaching Strategies on Mindfulness among Fifth-Grade Biology Students in Iraq
Keywords:
innovative teaching strategies, mindfulness, biology education, collaborative learning, educational technology, Iraqi studentsAbstract
The present study aimed to examine the effectiveness of innovative teaching strategies on mindfulness among fifth-grade biology students in Iraq. This applied study employed a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of fifth-grade biology students in Iraqi schools, from whom 60 students were selected through multistage cluster sampling and assigned to an experimental group and a control group, with 30 students in each group. The experimental group participated in a five-session instructional program based on innovative strategies, including project-based learning, educational technology, collaborative learning, educational games, and innovative problem solving, whereas the control group received conventional instruction. A standardized mindfulness questionnaire was administered at pretest and posttest. Data were analyzed using SPSS version 16 and univariate analysis of covariance. ANCOVA results showed that, after controlling for pretest scores, the difference between the experimental and control groups in posttest mindfulness was statistically significant, F(1,57) = 58.64, p < 0.001, partial η² = 0.507. Thus, group membership explained 50.7% of the variance in adjusted posttest mindfulness scores. The effect of pretest mindfulness on posttest scores was also statistically significant, F(1,57) = 31.28, p < 0.001, partial η² = 0.354. The findings indicated that innovative teaching strategies can significantly improve students’ mindfulness in biology classes. Integrating technology-based, collaborative, project-based, game-based, and problem-solving activities may enhance cognitive engagement, sustained attention, and active participation in learning. Accordingly, incorporating such strategies into biology instruction in Iraqi schools may provide an effective approach to improving students’ mindful engagement and the overall quality of their learning experiences.
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Copyright (c) 2025 Wisam Amer Nsaif, Adel Zahed Babelan, Mahdi Moeinikia, Hassan Roshani Ali Bena See (Author)
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