Introduction. The student’s ability to engage in learning decisions strengthens her/his self-efficacy and responsibility, which are key to learning decision making competence and having a positive academic self-concept
The aim of the present study was to investigate the effectiveness of the Contract Learning Strategy in developing decision-making skills among primary stage students and to investigate the role of academic self-concept and interaction between the instructional strategy and academic self-concept in decision-making results of students.
Research methods. The experimental research approach, based on a quasi-experimental design, is appropriate for achieving the research objectives. The research sample consists of (53) female students in the 8th grade, randomly divided into two groups: the experimental group taught using the contract learning strategy and the control group taught using the traditional teaching method. The Academic Self-Concept Scale (ASCS) and Decision-Making Scale (DMS) are used as research instruments.
Results. The results showed statistically significant differences in decision-making skills in favor of the students who have been taught using the contract learning strategy (F = 52.53, p < .05, e2 = .52). Students who had a positive academic self-concept also showed significantly greater decision-making skills than students who had a negative self-concept (F = 95.04, p < .05, e2 = .66), although the effect of the teaching strategy on academic decision-making skills was not statistically significant.
Conclusion. The findings affirm the effectiveness of the contract learning strategy in improving decision-making skills among primary stage students irrespective of the academic self-concept, and hence the effectiveness of this strategy as an alternative instructional learning approach that focused on lean learners and seek for autonomy and responsibility in learning.
Keywords: academic self-concept, contract learning strategy, decision-making, skills
For Citation: Tannous, I. G., Al-Khawaldeh, S. N., Al-Khawaldeh, A. N., & Al-Halalmeh, S. T. (2026). The Effect of Contract Learning Strategy (CLS) on the Development of Decision-Making Skills among Primary School Students in light of their Academic Self-Concept. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (3), 396–410. https://doi.org/10.32744/pse.2026.3.25
Authors:
Intesar Tannous (Amman, Jordan) — Associate Professor, PhD in Philosophy of Curriculum and Teaching. Isra University. E-mail: Intesar.tannous@iu.edu.jo
Sanaa Alkhawaldeh (Amman, Jordan) — Associate Professor, PhD in Educational and Psychological Counseling. Philadelphia University. E-mail: skawaldeh@philadelphia.edu.jo
Asma Alkhawaldeh (Amman, Jordan) — Associate Professor, PhD in Educational Psychology / Development and Learning. Associate Professor in the Department of Child Education. Isra University. E-mail: asmaa.alkhawaldeh@iu.edu.jo
Sabreen Alhalalmeh (Amman, Jordan) — Assistant Professor, PhD in Educational Psychological and educational counseling. Isra University. Assistant professor in the Department of Child Education. E-mail: sabreen.alhalalmeh@iu.edu.jo
© Intesar Tannous, Sanaa Alkhawaldeh, Asma Alkhawaldeh, Sabreen Alhalalmeh, 2026
The author’s declared no conflicts of interest
Received: 12 December 2025 | Approved: 15 March 2026 | Published: 30 June 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0)
that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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