Enhancing Creative Thinking and Academic Self-Regulation in Pre-Service Mathematics Teachers through Blended Learning

Objective: This study examined whether blended learning (BL) enhances creative thinking and academic self-regulation in pre-service mathematics teachers compared to traditional instruction. The aim was to provide evidence for updating teacher education with methods that develop these essential skills for future educators.Method: A quasi-experimental pre-test/post-test design was implemented. Forty-five pre-service teachers were non-randomly assigned to an experimental group (n=۲۲) receiving a ۱۲-session BL course on Algebraic Structures, which integrated online modules with face-to-face collaboration, or a control group (n=۲۳) receiving standard lecture-based instruction for identical content. Primary measures were the Welch & McDowall Creative Thinking Scale and the Bouffard Academic Self-Regulation Scale. Multivariate Analysis of Covariance (MANCOVA) was used for analysis via SPSS-۲۶, controlling for pre-test scores. Results: The experimental group achieved substantially higher post-test scores in both creative thinking (P < .۰۵, η² = .۲۴۶) and academic self-regulation (P < .۰۵, η² = .۱۱۷) compared to the control group. A significant group × time interaction was observed for creative thinking (F = ۱۲.۰۴, P < .۰۱, η² = .۲۱۵) and academic self-regulation (F = ۶.۷۸, P < .۰۵, η² = .۱۳۳). Conclusions: The findings indicated that a structured blended learning model is a more effective strategy than traditional methods for developing critical creative and self-regulatory skills in pre-service mathematics teachers, enhancing innovative thinking and metacognitive control, thus equipping educators for contemporary classroom demands.

کلیدواژه ها:

blended learning ، Creative Thinking ، academic self-regulation ، teacher education ، mathematics education