Effect of Integrated Teaching Method on Elementary Students’ Academic Self-Efficacy, Academic Engagement, and Academic Performance

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.