Comparing the effectiveness of conventional teaching methods and stop-motion on self-direction and problem-solving skills in mathematics lessons of sixth grade elementary school students

Kangavari, Kosar; Ahmadi, Roshan; Emadi, Seyed Rasoul

doi:10.22034/jei.2026.535885.3258

Comparing the effectiveness of conventional teaching methods and stop-motion on self-direction and problem-solving skills in mathematics lessons of sixth grade elementary school students

Articles in Press

Document Type : Original Article

Authors

Kosar Kangavari ¹

Roshan Ahmadi ²

Seyed Rasoul Emadi ³

¹ , MA. Graduate in Educational Technology, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

² (PhD), Assistant professor of Educational Sciences (Educational Technology), Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

³ Associate professor of Educational Sciences (Educational Technology), Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

10.22034/jei.2026.535885.3258

Abstract

The present study aimed to compare the effectiveness of conventional teaching and stop-motion methods on self-directed learning and problem-solving skills in sixth-grade students' mathematics lessons. The research employed a quasi-experimental design with a pretest-posttest and control and experimental groups. The statistical population consisted of all sixth-grade students in Bijar County during the 2024–2025 academic year. Sampling was conducted purposively in the selection of schools and by simple random sampling in selecting 30 participants, who were randomly assigned to two groups (control group: conventional teaching; experimental group: stop-motion). The instruments included the Self-Regulation Questionnaire (Fischer et al., 2001; Cronbach’s α = 0.83), the Problem-Solving Skills Questionnaire (Heppner & Petersen, 1982; Cronbach’s α = 0.72), and a researcher-developed applied problem-solving test (10 written-practical items; CVR = 0.85, CVI = 0.92, Cronbach’s α = 0.85), administered in pretest and posttest stages. The applied problem-solving test served as a complementary tool, assessing practical problem-solving skills in real mathematical situations (e.g., decimal division, fuel cost calculation, and creative problems), with a correlation of 0.65 with Heppner’s questionnaire (p < 0.01). Results of the covariance analysis indicated a significant difference between the two groups in self-directed learning and problem-solving skills (p < 0.05), with the stop-motion group demonstrating higher mean scores (η² = 0.23 for self-directed learning, η² = 0.43 for problem-solving). Therefore, it can be concluded that the use of stop-motion is effective in enhancing students’ self-regulation and problem-solving skills.

Keywords

Conventional Teaching

Stop Motion

Self-Directed Learning

Problem-Solving Skills

Subjects

Information and communication technologies in education

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