Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

Azizabadi, F.; Moradi, R.; Yasbalaghi Sharahi,, B.

doi:10.22061/tej.2026.11716.3187

Articles in Press

Document Type : Original Research Paper

Authors

Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

https://doi.org/10.22061/tej.2026.11716.3187

Abstract

Background and Objectives: Learning artistic skills is one of the most important current challenges in the basic sciences, and various approaches have been adopted to improve students' performance in the process of learning these skills. The purpose of this research was to investigate the effect of a peer-to-peer teaching approach on the learning of art skills among fourth-grade elementary school students in Arak city, Iran, during art lessons.
Methods: The research implementation method is quasi-experimental, with a pretest and posttest design and a control group. The statistical population of the research includes all female fourth-grade elementary school students who were studying in Arak city in 2024. The convenience sampling method was used to select the sample. In this way, 50 students were selected from among fourth-grade students of Rezvan School in Arak and randomly placed in experimental (n=25) and control (n=25) groups. A researcher-made checklist for learning art skills was used to collect data. The experimental group was trained in 60-minute sessions using a peer-to-peer approach, and the control group was trained under normal conditions over nine weeks. Statistical methods were used at descriptive (measures of central tendency and dispersion) and inferential (variance analysis) levels to analyze the data. The present research was conducted with the assumption that the peer education approach has a significant effect on the learning of artistic skills for fourth-grade elementary students in the art lesson.
Findings: The assumptions of this test were assessed using univariate Analysis of Covariance (ANCOVA) before testing the research hypothesis. First, Levene's F test was used to assess the assumption of equality of error variances in the artistic skills variable; a variance test was used to check the regression slope, and the regression slope assumption was confirmed for artistic variables at a significant level (p<.05). Also, the result of Box's M test to check the assumption of equality of the variance-covariance matrix was confirmed at a significant level (p<.05). Finally, for the variable of artistic skills, after adjusting for pretest scores, the difference between the two experimental and control groups was significant, which emphasizes the influence of the peer approach on the artistic skills of fourth-grade students in the art lesson (p<.05).
Conclusion: Overall, the results of this research showed that the peer teaching method can be a powerful educational strategy to improve learning of art skills in elementary students. The current research recommends that the proposed approach be used as a complement to traditional methods of education in schools, and in this context, training courses should be planned for basic application of this strategy for teachers.

Keywords

Main Subjects

Educational technology- primary school

COPYRIGHTS
© 2026 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)

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