Thesis:

The effect of game-based teaching methods on the feeling of academic self-efficacy and motivation for mathematical progress of sixth grade elementary school students in Sabzevar.

The present study aimed to investigate the effectiveness of group-based game instruction on academic self-efficacy and achievement motivation among sixth-grade elementary students in Sabzevar, Iran. The research employed a quasi-experimental design with a pretest–posttest structure and a control group. The statistical population consisted of all sixth-grade students in public schools in Sabzevar, from which 32 students were selected through convenience sampling and randomly assigned to experimental and control groups (16 students in each). The experimental group received a structured program of group-based game instruction over several sessions, while the control group continued with regular classroom activities. The Scherer Academic Self-Efficacy Scale (GSE-17) and the Hermans Achievement Motivation Questionnaire were used to collect data. Statistical analyses, including descriptive indices and ANCOVA, were performed using SPSS. The findings indicated that the game-based instructional program led to a significant increase in academic self-efficacy among students in the experimental group compared to the control group. This improvement aligns with theoretical frameworks emphasizing experiential learning, social modeling, and competence-building processes fostered in game-based environments. However, although the posttest mean scores of achievement motivation increased in the experimental group, the difference did not reach statistical significance when compared to the control group. This pattern suggests that game-based instruction may have a stronger and more immediate impact on students’ efficacy beliefs than on their long-term motivational dispositions, which typically require extended or multi-dimensional interventions. Overall, the study supports the effectiveness of game-based group instruction in enhancing academic self-efficacy and highlights the potential role of playful learning environments in enriching students’ educational experiences.

Keywords: Keywords: game-based instruction, academic self-efficacy, achievement motivation, sixth-grade studen