Effects of a 'learn to think' intervention programme on primary school students

Area of Science:

• Educational Psychology
• Cognitive Development
• Curriculum Design

Background:

• Traditional methods for teaching thinking, such as out-of-context and infusion approaches, have limitations.
• Both methods aim to enhance students' cognitive processing and academic achievement but present distinct disadvantages.

Purpose of the Study:

• To introduce and assess a theory-based Learn to Think (LTT) curriculum for primary school students.
• The LTT curriculum integrates the strengths of both out-of-context and infusion teaching strategies.

Main Methods:

• A sample of 166 primary students (Grades 1-3) in Shanxi, China, were randomly assigned to experimental (n=90) and control (n=76) groups.
• The experimental group received the LTT curriculum (bi-weekly activities) for four academic years.
• Students were assessed pre- and post-intervention for non-verbal intelligence, thinking ability, and academic achievement.

Main Results:

• Significant positive effects on thinking ability and academic achievement (Chinese and Maths) were observed in Grade 1 and 2 students starting one year into the curriculum.
• Grade 3 students demonstrated significant effects on thinking ability and academic achievement within six months of starting the LTT curriculum.
• The positive impacts of the LTT curriculum were most pronounced in students with mid-range initial cognitive abilities.

Conclusions:

• A structured, theory-based curriculum combining out-of-context and infusion methods yields long-term, far-transfer effects on students' thinking and academic outcomes.
• The LTT curriculum shows promise for enhancing cognitive processing and academic success in primary school students.
• Further research is recommended to adapt the curriculum for diverse student ability ranges.