Investigating the impact of the cooperative teaching approach (collaborative teacher) through integrating the art and math curriculum on improving the quality of learning outcomes (cognitive, emotional, and psychomotor) among elementary students in the ci

Abstract

Abstract
The present study aimed to investigate the impact of the cooperative teaching approach (collaborative teacher) through integrating the art and math curriculum on improving the quality of learning outcomes (cognitive, emotional, and psychomotor) among elementary school students in the city of Karbala. This research employed a quasi-experimental design with a pretest-posttest control group. The statistical population consisted of 3,600 elementary students in Karbala, from which a sample of 30 students was randomly selected and divided into an experimental group and a control group (15 students in each group). The research instrument was the Learning Outcomes Levels Questionnaire by Namest (2014). The cooperative teaching method through the integration of art and math curricula was applied to the experimental group. Data were analyzed using multivariate covariance analysis (MANCOVA). The findings revealed that the cooperative teaching approach (collaborative teacher) through the integration of art and math curricula improved mathematics learning among elementary school students in Karbala in the post-test stage. Additionally, it enhanced the cognitive and emotional domains of the students in the post-test stage. However, the cooperative teaching approach (collaborative teacher) through the integration of art and math curricula did not improve the psychomotor domain of the students in the post-test stage. Therefore, it is recommended that teachers design lesson plans combining art and mathematics in a way that allows students to explore both subjects simultaneously.