The Impact of Employing Flipped Learning on Developing Creative Thinking When Producing wooden work Among Students of The Faculty of Art Education

The current research aimed to detected the impact of employing flipped learning on developing creative thinking when producing wooden craft wooden work among students of the faculty of art. The experimental design based on the experimental design was based on the control and experimental groups, The experimental design included the independent variable, flipped learning, and a dependent variable, which is creative thinking. The research tool was the creative thinking test, and the research sample consisted of 60 male and female students who were divided into two groups according to the experimental design, so that each group consisted of 30 male and female students. It has been used SPSS program to test hypotheses. The search results explained that: There is a positive effect of the flipped learning environment when producing woodwork on the development of creative thinking, such that the experimental group that studied in the flipped learning environment outperformed the control group that studied in the traditional method.

research aims

The current research aims to:

1. Employing flipped learning to develop creative thinking among art education students.

2. Identify the effect of flipped learning on developing creative thinking when producing woodwork among students of the College of Art Education.

3. Treating the weakness of education students when producing woodwork, based on developing their creative thinking skills.

Research hypotheses :

1. There is a statistically significant difference at the significance level of 0.05 between the average scores of the students of the control group who were taught (in the traditional method when producing woodworks) in the pre- and post-application of the creative thinking test.

2. There is a statistically significant difference at the significance level of 0.05 between the average scores of the students of the experimental group studied (by flipped learning when producing woodworks) in the pre- and post-application of the creative thinking test.

3. There is a statistically significant difference at the significance level of 0.05 between the average scores of the students of the control group who studied (in the traditional method when producing woodworks) and the experimental group who studied (flipped learning when producing woodworks) in the post-application of the creative thinking test.