Iranian Journal of Learning and Memory

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

Document Type : Original Article

Authors

Fatemeh Raei 1
Majid Dadashzade 2
Ali Eghbali 3

1 Department of Mathematics Education, Faculty of Sciences, Farhangian University, Tehran, Iran.

2 Department of Educational Sciences, Farhangian University, Tehran, Iran

3 Department of Psychology and Counselling, Farhangian University, Tehran, Iran

https://doi.org/10.22034/iepa.2026.572874.1585
Abstract
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=22) or a control group (n=23). The experimental group received a 12-session BL course on Algebraic Structures, which integrated online modules with face-to-face collaboration, while the control group received standard lecture-based instruction for identical content. Primary measures were the Welch and McDowall Creative Thinking Scale and the Bouffard Academic Self-Regulation Scale. Multivariate Analysis of Covariance (MANCOVA) was used for analysis via SPSS-26, controlling for pre-test scores. The validity of the “JabrAmoz” software was confirmed using the Content Validity Index (CVI), and its reliability was confirmed through the development of a standardized implementation protocol and the monitoring of 20% of the sessions by an observer, with a protocol adherence rate (Fidelity) of 96%.
Results: The experimental group achieved substantially higher post-test scores in both creative thinking (P < .05, η² = .246) and academic self-regulation (P < .05, η² = .117) compared to the control group. A significant group × time interaction was observed for creative thinking (F = 12.04, P < .01, η² = .215) and academic self-regulation (F = 6.78, P < .05, η² = .133). For self-regulation subcomponents, both cognitive and metacognitive strategies improved significantly in the experimental group (P < .05).
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, it can equip educators for contemporary classroom demands.

Keywords

Blended Learning
Creative Thinking
Academic Self-Regulation
Teacher Education
Mathematics Education
Subjects

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Iranian Journal of Learning and Memory
Volume 9, Issue 33
2026
Pages 67-81

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