The Effect of the Appleton Model on Developing Analytical Thinking among Students of the Department of Art Education in the Subject of Elements of Art

Abstract

Abstract

The current study aims to identify the effect of the Appleton Model on developing analytical thinking among students of the Department of Art Education in the subject of Elements of Art. To achieve the aim of the study, the researcher adopted the experimental method and employed an experimental design involving two groups, an experimental group and a control group, with pre-test and post-test procedures. The research population consisted of first-year students in the Department of Art Education at the College of Basic Education, Al-Mustansiriyah University, during the academic year (2025–2026). The main research sample was selected randomly and consisted of (60) students, with (30) students in the experimental group, which studied the subject of Elements of Art according to the Appleton Model, and (30) students in the control group, which studied the same subject using the conventional method. To achieve the objectives of the study, the researcher prepared a cognitive achievement test in the subject of Elements of Art and adopted an analytical thinking scale consisting of (28) items based on a five-point Likert scale. A number of psychometric properties of the research instruments were verified. After implementing the experiment and statistically analyzing the data, the results showed statistically significant differences between the pre-test and post-test scores of the experimental group in analytical thinking, in favor of the post-test. The findings indicate that the Appleton Model can be utilized in teaching the subject of Elements of Art.