Ravanshenasi & Din

This study was conducted with the aim of examining the effectiveness of Quranic stories on incompatibility and aggression among elementary school students. The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population consisted of all male third-grade elementary students studying at Ibn Sina School. A sample of 30 students was selected through convenience sampling, based on inclusion criteria (scores above the mean in aggression and behavioral problems, not receiving medication, and consent to participate in the sessions), and were randomly assigned to experimental and control groups. The participants were evaluated in two stages — pretest and posttest — using three instruments: the Sinha and Singh Adjustment Inventory (1993), the Caws and Peterson Behavioral Problems Questionnaire (1987), and the Shahim Aggression Inventory (2006). For the experimental group, Quranic stories were purposefully selected and presented in eight 60-minute sessions, while the control group did not receive any intervention. The data were analyzed using SPSS version 26. Descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistics (ANCOVA) were employed for data analysis. The findings showed that reading Quranic stories to the students had a significant positive effect on the overall scores of incompatibility and aggression in the experimental group, as well as on the subcomponents of adjustment (social, emotional, and educational) and aggression (physical, relational, and verbal). Consequently, it can be concluded that using Quranic stories and teaching social concepts through storytelling can have a beneficial impact on reducing specific behavioral problems among elementary school children.