The model of Harrison and Barra Mason influenced the achievement of fourth-year students at the Institute of Fine Arts in the subject of measurement and evaluation, and the development of their divergent thinking
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The current research aims to identify (the effect of the Harrison and Bramson model on the achievement of students of the Institute of Fine Arts in the subject of measurement and evaluation, and the development of their divergent thinking)The researcher adopted the experimental design with partial control of the equivalent experimental and control groups with pre and post test, to suit the nature of the research.The research sample consisted of 60 male and female students who were chosen from the Institute of Fine Arts, Kirkuk Governorate Center. This sample was randomly divided into two groups, one of which was an experimental one that included (30) male and female students who studied measurement and evaluation using the Harrison and Brahson model. The second group consisted of (30) students, who studied The same institute.After collecting the results, the data were processed using appropriate statistical methods and the following results emerged:
1-There is a difference of statistical significance at the level of (0.05) between the average scores of the experimental group students who study according to the Harrison and Ramson model and the average scores of the control group students who study according to the usual method of achievement test.
2- There is a statistically significant difference at the level of (0.05) between the mean scores of the experimental group students who studied according to the Harrison and Ramson model over their counterparts in the control group who studied in the usual way in the complex thinking test.
3-There is a statistically significant difference at the level (0.05) between the mean scores of the pre and post experimental group students in the complex thinking test.
In light of the research results, the researcher recommended a number of recommendations, including:
Emphasizing the necessity of teaching (using the Harrison and Bramson model) in teaching general measurement and evaluation subjects for its effectiveness in improving achievement, and for its importance in developing divergent thinking.
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