The impact of art-based teaching tools on students' academic burnout

The purpose of this study was to investigate the effect of teaching based on art educational tools on students' academic burnout. This research based on the main strategy; is quantitative, based on data collection; is whole experiment with the control group and random assignment; based on analytical technique; is whole experiment type of pre-test and post-test design with the control group. The statistical population of this study was the students of intelligent schools in the 9th grade (first grade high school) in Sanandaj city in the academic year of 2017-2018. Sampling method was purposeful and 40 students selected randomly in two groups of experimental group (20 people) and control (20 people). Geography lessons were taught in the experimental group with teaching method based on art teaching tools and in the control group by conventional teaching methods in schools. To assess the burnout, a scalar burnout questionnaire was used. The data were analyzed by using the Multivariate covariance analysis (Mancova) with spss.vs.22 software. The result of the analysis showed that after modifying the pre-test scores, the effect of the factor between the subjects (membership in the experimental group and using method based on art tools, membership in the control group and the lack of use of the aesthetic method) on the dependent variables of burnout, academic fatigue, academic unwillingness and inadequacy are significant and causes the difference between the burnout and its triple components, in the control and experimental groups. The findings of the present study highlight the necessity of paying attention to teaching based on art educational tools and their positive effects in schools.