Impact of paper folding on middle school children’s concentration

Abstract

This study aimed to investigate the effects of origami activities on the concentration and imagination abilities of upper elementary school students. The research contributes to understanding how structured, creative activities can enhance cognitive skills in middle childhood. We employed a quasi-experimental design, utilizing origami as an innovative teaching tool to engage students in focused, hands-on learning. The sample consisted of 40 students from a school in Kanchanaburi Province, Thailand, who participated in 16 hours of structured origami activities over 8 weeks. Data were collected using an origami task achievement test and a behavioral observation form for assessing concentration, grounded in Bandura’s social cognitive learning theory. Results revealed significant improvements in students’ concentration scores and task completion rates, with the percentage of students meeting concentration criteria increasing from 20% to 95%. Qualitative observations indicated enhanced attentiveness, patience, and self-regulation among participants. These findings suggest that integrating origami activities into educational curricula can effectively promote concentration and imagination abilities in upper elementary school students. Future research could explore the long-term effects of origami practice on cognitive development and its potential applications for students with specific learning challenges.