Investigating the Effect of Storytelling on Academic Engagement and Academic Buoyancy of Elementary School Students in Babol

Abstract

The purpose of this study was to examine the effect of storytelling on academic engagement and academic buoyancy among male elementary school students in the city of Babol. This applied research was a quasi-experimental study. The statistical population of this research included all male elementary school students in Babol in 2022, totaling 18,900 individuals. Out of this population, 30 students were selected through convenience sampling and divided into two groups: an experimental group and a control group. The intervention consisted of twelve two-hour sessions over a period of 60 days, based on the protocol by Mousavi and Baghuli (2019). Data collection tools included the standardized Academic Engagement Questionnaire by Fredricks, Blumenfeld, and Paris (2004), and the standardized Buoyancy Questionnaire by Martin and Marsh (2006). Both questionnaires demonstrated high validity and reliability, with Cronbach's alpha coefficients of 0.88 and 0.86, respectively. Data were analyzed using descriptive statistical techniques (frequency tables, bar charts, central tendency indicators such as mean and mode, and dispersion indicators like standard deviation) and inferential statistics (ANCOVA and MANCOVA models) in SPSS 22 software. The results of this study indicated that storytelling positively impacts the academic engagement and academic buoyancy of male elementary school students in Babol.