Document Type : Original Research Paper
Authors
1 Department of psychology and counseling, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
2 Department of Visual Communication, Faculty of Architecture and Urban Planning, ,Shahid Rajaee Teacher Training University,Tehran, Iran
Abstract
Background and Objectives:The review of previous literature indicates that paying attention to the development of spatial visual perception skills in elementary school students as a basic principle in art education, in addition to helping to improve their performance and academic achievement in art lessons, as an important factor in Their creativity is also considered. Visual spatial perception skills help students to better understand different images in their surroundings and communicate with their thoughts. These skills allow students to create more creative ideas and progress in art lessons as one of the important aspects of their creativity; and since art is considered as one of the main elements of children's personality development, this influence can play an important role in their full development. However, the investigation of the background of the research indicates a theoretical gap in this field because most of the studies have either considered spatial visual perception as a dependent variable or considered its relationship with other subjects and in the form of other subjects such as mathematics. The effect of these skills on students in various stages of education has been studied, and less studies specific to elementary students have been done. Based on this, this research was conducted with the aim of determining the effectiveness of visual spatial perception skills training on creativity and academic achievement in the art lesson of elementary school students.
Methods: The method of the present research was practical in terms of its purpose and semi-experimental in terms of implementation with a pre-test-post-test design with a control group. The statistical population in this research included all the female students in the art class in the academic year of 1401-1402 in the fifth grade of elementary school in district 5 of Tehran and the research sample included two experimental and control groups; the experimental group from one school and the control group from another school were chosen. For this purpose, 36 students from the fifth grade were selected in two schools and were randomly divided into two groups of 18, experimental and control. Torrance's creativity test was used to measure creativity. After the pre-test, the experimental group was exposed to the independent variable (visual spatial perception skills training) and the control group was not exposed to training with this content and learned the art lesson in the conventional way. Covariance analysis was used to analyze the data.
Findings: The results indicated that the adjusted averages (post-test average with pre-test score control) showed that the average creativity in the experimental group was 84.33 and in the control group was 78.73, which showed that the average of the experimental group was 5.60. The score was higher. Considering that the significance level is less than 0.05, the intervention of spatial visual perception skills in the experimental group increased creativity and its three components, i.e., fluidity, initiative, and the ability to develop students in the art course, but considering that the significance level is more than 0.5 0, the intervention of visuospatial perception skills had no significant effect on flexibility.
Conclusion: The examination of visual spatial perception skills on the creativity variable and its 4 components showed that the effectiveness of the intervention of visual spatial perception skills on the total creativity variable, fluidity component, originality component and elaboration ability component was confirmed; however, the effect of this intervention on the flexibility component was confirmed was not placed. Also, the findings indicated that the intervention of spatial visual perception skills increasesd the academic progress of elementary school students in art lessons. In other words, it can be said that spatial visual perception skills through art lesson have a significant impact on students' learning and academic achivement and can be used as an important factor in students' academic achivement. Based on this, it is suggested that teachers used new teaching methods and increased students’ participation, valued students' creativity, encouraged students, considered prizes for their creativity, and used art classes to increase creative thinking. Moreover, students were hold in environments outside the classroom. Also, considering the limitations of the research, it is suggested that future researchers conduct similar researches in the long term and in different periods of time, either with a qualitative method or by considering different statistical samples.
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© 2024 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)
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