Innovation in Teaching, Learning and Evaluation

Innovation in Teaching, Learning and Evaluation

The Effectiveness of Guided Reading of Classical Persian Literary Texts on Cultural Intelligence and Sense of National Belonging among Upper Secondary School Students in Shahriar

Document Type : Original Article

Authors
1 Education and training of Shahriar city of Iran
2 Principal Province, Iran of Hazrat‑e Masoumeh (S) High School, Ministry of Education, Shahryar, Tehran
Abstract
The present study was conducted to investigate the effectiveness of guided reading of classical Persian literary texts on students’ cultural intelligence and sense of national belonging. This study adopted a quantitative approach and employed a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of secondary school students, from whom a sample was selected through multistage cluster sampling and assigned to experimental and control groups. The experimental group participated in a guided reading program of classical Persian literary texts over 10 sessions, while the control group received regular instruction. Data were collected using the Cultural Intelligence Questionnaire and the Sense of National Belonging Questionnaire and were analyzed through descriptive statistics and multivariate analysis of covariance (MANCOVA). The findings indicated that guided reading of classical Persian literary texts had a positive and significant effect on enhancing students’ cultural intelligence and sense of national belonging. A positive and significant relationship was also found between cultural intelligence and sense of national belonging. Accordingly, it can be concluded that the purposeful use of classical Persian literary texts in the educational and their conscious sense of belonging to society and national culture.
Keywords
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