The effect of the cognitive acceleration strategy in developing the complex thinking of my teachers Art education

Abstract

  The current research aims to reveal: The impact of the cognitive acceleration strategy on developing complex thinking among art education teachers For the purpose of verifying the research objective, the following null hypotheses were developed:

1. There are no statistically significant differences at the level (0.05) between the average scores of male and female teachers in the cognitive pre-test and their average scores in the post-cognitive test after being exposed to the independent variable represented by the cognitive acceleration strategy.


2. There are no statistically significant differences at the level (0.05) between the average scores of male and female teachers in the pre-complex thinking test and their average scores in the post-complex thinking test after being exposed to the independent variable represented by the cognitive acceleration strategy.For the purpose of verifying the validity of the hypotheses, the experiment was applied to the research community consisting of art education teachers in Baghdad/Rusafa First Education for the academic year 2022/2023 and to the research sample, which consisted of art education teachers in the preparation and training department, numbering 22 male and female teachers.The researcher adopted a one-sample experimental design with two tests (pre-post) as it is compatible with the research procedures in achieving its goals. After she identified the topics of the scientific material that was taught during the experiment by the experts, teaching plans were prepared for it and presented to a group of arbitrators and experts. According to their opinions, the necessary amendments were made.

For the purpose of measuring its effectiveness, the research tool was prepared, which is a cognitive achievement test consisting of 30 multiple-choice items and correcting incorrect statements.

To verify the validity of the test to analyze its items, its stability was calculated through the results of the sample teachers’ answers and processed statistically.