The Effectiveness of The Driver Model In Developing Inductive Thinking And Formal Intertextuality Among Female Students of The Institute of Fine Arts In The Subject of Art Analysis And Criticism

Abstract

The current research aims to:

Identify the effectiveness of the Driver model in developing inductive reasoning and formal intertextuality among female students at the Institute of Fine Arts in the subject of art criticism.

To verify the research objective, the researcher formulated the following two null hypotheses:

• There are no statistically significant differences at the (0.05) level of significance between the mean ranks of the two groups' scores on the post-test of inductive reasoning.
• There are no statistically significant differences at the (0.05) significance level, with no statistically significant differences between the mean ranks of the experimental group’s scores on the pre- and post-tests of inductive reasoning.

The researcher followed the experimental method and relied on a quasi-experimental design, which is a two-group design with a pre-test and post-test. The research population consisted of female students of the Institute of Fine Arts / Girls affiliated with the General Directorate of Education of Baghdad - Al-Karkh/1, whose number was (761). The researcher chose her research sample from the Department of Fine Arts, which consisted of (61) female students, intentionally to apply the research experiment.

The researcher relied on the statistical package (SPSS) in analyzing her research data, and the results showed statistically significant differences at the 0.05 level between the two groups in the post-test, in favor of the experimental group, which indicates that the application of the Driver model was effective in developing inductive thinking and formal intertextuality among the students. The researcher reached a number of conclusions, the most prominent of which was: Driver’s model contributed to the development of inductive thinking among the students of the Institute of Fine Arts by training them in observation, interpretation and deducing the relationships between the elements of the artwork. In continuation of the current research, the researcher recommended adopting the Driver model as one of the effective teaching methods in teaching the subject of art criticism and analysis to the students of the Institute of Fine Arts. The researcher suggested conducting studies, including: conducting a comparative study between the Driver model and another model to determine which is most influential in developing art criticism skills.

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