Designing the educational protocol of academic fascination and its feasibility on the academic engagement of female students of the second year of high school

Introduction and goal: 

Academic conflict is a structure that was proposed for the first time to explain academic failure and was considered as the foundation for reformist efforts in the field of education. This research was carried out with the aim of evaluating the feasibility of the educational protocol of academic fascination on the academic engagement of female students of the second year of high school.

The research method was semi-experimental with a pre-test and post-test design with a control group and a two-month follow-up. The statistical population of this research included all the female students of the second year of secondary school in Shahindej city in 2022, who were selected based on the purposeful sampling method, and 30 people were randomly selected in 2 groups (15 people) and replaced as controls. The measuring instrument was Rio and Tseng's academic engagement questionnaire (2011), which the participants completed before and after the intervention. The experimental group received 8 sessions of 90 minutes for 4 consecutive weeks (2 sessions each week) and the control group did not receive any intervention. Statistical data analysis was done using mixed variance analysis method.

The results of the data analysis showed that after the intervention, the effect of the educational package based on academic fascination on academic engagement and its components was significant (p<0.05).

Based on the results of the research, it can be said that the educational package based on academic fascination is a suitable method to improve the academic engagement of female students. Therefore, using this intervention method alone or in combination with other therapeutic and educational programs can improve the academic engagement of female students.