The impact of the cognitive acceleration strategy in the development of successful intelligence Art education teachers

Abstract

The current research aims to discover: The impact of the cognitive acceleration strategy in developing the successful intelligence of art education teachers. For the purpose of verifying the aim of the research, the following zero hypotheses were put forward: There are no statistically significant differences at the level (0.05) between the mean scores of male and female teachers in the pre-cognitive test and their average scores in the post-cognitive test after being subjected to the independent variable represented by the cognitive acceleration strategy. 2. There are no statistically significant differences at the level (0.05) between the mean scores of male and female teachers in the pre-successful intelligence scale and their average scores in the post-successful intelligence scale after exposure to the independent variable represented by the cognitive acceleration strategy. For the purpose of verifying the validity of the hypotheses, the experiment was applied in the research community consisting of art education teachers in Baghdad Education / AlRusafa Al-Awwal for the academic year 2022-2023, and on the research sample that consisted of art education teachers in the preparation and training department, who numbered 22 Teacher and teacher. The researcher adopted the one-sample experimental design with two tests (pre-post-test) as it is compatible with the research procedures in achieving its objectives after identifying the topics of the scientific material that were taught during the experiment by experts. The necessary adjustments were made. For the purpose of measuring its effectiveness, the research tool was prepared, which is a cognitive achievement test consisting of 30 items of multiple choice type and correcting the wrong phrases. In order to verify the validity of the test for the analysis of its paragraphs, its stability was calculated through the results of the sample teachers' answers and treated statistically.