How does Doodling Effects on Students Learning as an Artistic Method?

The main purpose of this study was to assess the effects of doodling on learning performance of&nbsp;high school male students in Tehran. The design of this research was a pre-test&ndash;post-test with a&nbsp;control group. A group of 175 junior high school 12 -13 year old students was chosen for this&nbsp;study. After being taught a section of Natural Science course, the students were asked to answer&nbsp;questions related to the lessons. After that, their grades were used as the pre-test scores. The&nbsp;post-test was carried out after the devised treatment. During ten sessions of the same course and&nbsp;teacher, the students were given a blank sheet and were asked for doodling if they liked to/felt&nbsp;for. After each session, a couple of relevant written questions were asked to evaluate how well&nbsp;students learned the lessons. The experiment and control group both consisted of 27 randomly selected&nbsp;students; participants in experiment group were doodlers and those in control group didn&rsquo;t&nbsp;doodle. To evaluate the doodling effect, covariance analysis is performed. Comparison of the&nbsp;grades showed that the experiment group outperformed the control group significantly (P<0.01).