Developing a Creative Curriculum to Cultivate Elementary School Students’ Interest in Learning
Abstract
The interest in learning among elementary school students is a critical factor in shaping their academic success and lifelong learning attitudes. However, traditional teaching methods often fail to engage students, leading to a decline in their enthusiasm for learning. This study aims to develop a creative curriculum designed to cultivate elementary school students’ interest in learning by incorporating interactive and student-centered learning activities. The research employs a mixed-methods approach, combining qualitative data from classroom observations and interviews with teachers and students, along with quantitative data from pre- and post-intervention surveys measuring student engagement and interest in learning. The findings suggest that the implementation of a creative curriculum significantly increased students’ interest in learning across various subjects, with noticeable improvements in student participation, curiosity, and motivation. Teachers also reported higher levels of engagement and enthusiasm during lessons. This study concludes that a creative curriculum can effectively enhance students’ interest in learning by fostering a more dynamic, interactive, and personalized learning environment. The implications of this research highlight the importance of adopting innovative teaching strategies to ensure that students develop a lasting interest in their education.
Full text article
References
Adams, A.-M., Wilson, H., Money, J., Palmer-Conn, S., & Fearn, J. (2020). Student engagement with feedback and attainment: The role of academic self-efficacy. Assessment & Evaluation in Higher Education, 45(2), 317–329. https://doi.org/10.1080/02602938.2019.1640184
Ali, I., Narayan, A. K., & Sharma, U. (2021). Adapting to COVID-19 disruptions: Student engagement in online learning of accounting. Accounting Research Journal, 34(3), 261–269. https://doi.org/10.1108/ARJ-09-2020-0293
Andrews, S. S. (2022). Developing a Copyright Curriculum for Nigerian Universities for the Creative Digital Space. GRUR International, 71(4), 322–334. https://doi.org/10.1093/grurint/ikab157
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
Carlin, J., & Towers, S. (2024). The Power of Artists’ Books: Catalysts for Creative Thinking Across the Curriculum. College & Research Libraries News, 85(5). https://doi.org/10.5860/crln.85.5.209
Chans, G. M., & Portuguez Castro, M. (2021). Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students. Computers, 10(10), 132. https://doi.org/10.3390/computers10100132
Clumpner, J. (2021). Art Curriculum Authenticity: Elevating Secondary-Student Voices in the Creative Process. Art Education, 74(2), 22–29. https://doi.org/10.1080/00043125.2020.1852378
Crimmins, G., Lipton, B., McIntyre, J., De Villiers Scheepers, M., & English, P. (2022). Creative industries curriculum design for living and leading amid uncertainty. Journal of Educational Administration and History, 54(1), 20–36. https://doi.org/10.1080/00220620.2021.1928613
De Freitas, E., Sinclair, N., Le Roux, K., Solares-Rojas, A., Coles, A., & Ng, O.-L. (2022). New Spatial Imaginaries for International Curriculum Projects: Creative Diagrams, Mapping Experiments, and Critical Cartography. Qualitative Inquiry, 28(5), 507–521. https://doi.org/10.1177/10778004211068201
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229. https://doi.org/10.1016/j.tsc.2022.101229
Fisher, R., Perényi, Á., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97–113. https://doi.org/10.1177/1469787418801702
Horton, N. J., & Hardin, J. S. (2021). Integrating Computing in the Statistics and Data Science Curriculum: Creative Structures, Novel Skills and Habits, and Ways to Teach Computational Thinking. Journal of Statistics and Data Science Education, 29(sup1), S1–S3. https://doi.org/10.1080/10691898.2020.1870416
Iqbal, J., Asghar, M. Z., Ashraf, M. A., & Yi, X. (2022). The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19. Behavioral Sciences, 12(1), 14. https://doi.org/10.3390/bs12010014
Jansen, J. M.-A., & Ngema, M. (2024). Challenges experienced by teachers in implementing the creative writing curriculum. Reading & Writing, 15(1). https://doi.org/10.4102/rw.v15i1.465
Kaiser, J. T., Fast, D., & Nichols DeGrant, J. (2023). Orientation and mobility for children with visual impairments during COVID-19: Creative and collaborative curriculum and instruction. British Journal of Visual Impairment, 41(4), 925–936. https://doi.org/10.1177/02646196221112796
Kim, J., & Park, E. (2024). Analysis of Perceptions and Requirements for Creative Experiential Activity Curriculum for the Revision of Special Education in South Korea. Sustainability, 16(20), 9121. https://doi.org/10.3390/su16209121
Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44, 100450. https://doi.org/10.1016/j.asw.2020.100450
Lee, C. H. (2023). Establishment of Creative Convergence Curriculum for Systematic Management of MZ Generation. International Journal of Membrane Science and Technology, 10(1), 185–191. https://doi.org/10.15379/ijmst.v10i1.1444
Maskur, R., Suherman, S., Andari, T., Anggoro, B. S., Muhammad, R. R., & Untari, E. (2022). La comparación del enfoque STEM y el modelo de aprendizaje SSCS para la escuela secundaria basado en el plan de estudios K-13: El impacto en la capacidad de pensamiento creativo y crítico. Revista de Educación a Distancia (RED), 22(70). https://doi.org/10.6018/red.507701
Maskur, R., Sumarno, S., Rahmawati, Y., Pradana, K., Syazali, M., Septian, A., & Palupi, E. K. (2020). The Effectiveness of Problem Based Learning and Aptitude Treatment Interaction in Improving Mathematical Creative Thinking Skills on Curriculum 2013. European Journal of Educational Research, volume–9–2020(volume9-issue1.html), 375–383. https://doi.org/10.12973/eu-jer.9.1.375
McLure, F., Won, M., & Treagust, D. F. (2024). Science Teachers’ Understanding of Creative Thinking and How to Foster It as Mandated by the Australian Curriculum. Journal of Science Teacher Education, 35(5), 524–543. https://doi.org/10.1080/1046560X.2024.2313882
Mohamed Mohamed Bayoumy, H., & Alsayed, S. (2021). Investigating Relationship of Perceived Learning Engagement, Motivation, and Academic Performance Among Nursing Students: A Multisite Study. Advances in Medical Education and Practice, Volume 12, 351–369. https://doi.org/10.2147/AMEP.S272745
Moubayed, A., Injadat, M., Shami, A., & Lutfiyya, H. (2020). Student Engagement Level in an e-Learning Environment: Clustering Using K-means. American Journal of Distance Education, 34(2), 137–156. https://doi.org/10.1080/08923647.2020.1696140
Murai, Y., Ikejiri, R., Yamauchi, Y., Tanaka, A., & Nakano, S. (2023). Design strategies to integrate creative learning in elementary school curricula through computer programming activities. Interactive Learning Environments, 31(7), 4698–4712. https://doi.org/10.1080/10494820.2021.1979048
Piazza, E. S., & Talbot, B. C. (2021). Creative Musical Activities in Undergraduate Music Education Curricula. Journal of Music Teacher Education, 30(2), 37–50. https://doi.org/10.1177/1057083720948463
Pickard, B. (2020). The Process, Challenges and Opportunities of Developing a Curriculum in a Creative and Therapeutic Arts Undergraduate Degree Programme. International Journal of Art & Design Education, 39(1), 98–112. https://doi.org/10.1111/jade.12226
Pitt, E., & Carless, D. (2022). Signature feedback practices in the creative arts: Integrating feedback within the curriculum. Assessment & Evaluation in Higher Education, 47(6), 817–829. https://doi.org/10.1080/02602938.2021.1980769
Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, 143, 103682. https://doi.org/10.1016/j.compedu.2019.103682
Santos, E. F. D., & Gonçalves, H. J. L. (2020). A Interface entre Arte e Matemática: Em busca de perspectivas curriculares críticas e criativas. Bolema: Boletim de Educação Matemática, 34(68), 1144–1173. https://doi.org/10.1590/1980-4415v34n68a15
Setiawan, R., Mardapi, D., Aman, A., & Karyanto, U. B. (2020). Multiple Intelligences-based Creative Curriculum: The Best Practice. European Journal of Educational Research, volume–9–2020(volume–9–issue–2–april–2020), 611–627. https://doi.org/10.12973/eu-jer.9.2.611
Tared Aldossari, A. (2021). Creative Thinking Skills Included in the Content of Evaluation Questions in the Curricula of the Kingdom of Saudi Arabia. International Journal of Education and Practice, 9(3), 520–531. https://doi.org/10.18488/journal.61.2021.93.520.531
Yu, S., Jiang, L., & Zhou, N. (2020). Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study. Assessing Writing, 44, 100451. https://doi.org/10.1016/j.asw.2020.100451
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729
Zhang, Z. (Victor), & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51, 100586. https://doi.org/10.1016/j.asw.2021.100586
Authors
Copyright (c) 2024 Sota Yamamoto, kaito Tanaka, Ren Suzuki

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.